Fostering the sleep instructional guidelines for nursing students regarding their sleep quality, academic performance and psychosocial behavior
Bibliographic record
Abstract
Background and Objective: Sleep is a basic human need and has a necessary role in individual’s life, functioning, overall health and well-being. Sleep is necessary for college students’ intellectual, emotional and physical health, also for their cognitive performance that significantly affected by sleep quality. Aim: To investigate the effect of fostering the sleep instructional guidelines for nursing students regarding their sleep quality, academic performance and psychosocial behavior.Methods: Design: A quasi-experimental study design was utilized. Setting: Faculty of Nursing at Umm Al-Qura University in Makkah Al-Mukramh affiliated to the Ministry of Education in the Kingdom of Saudi Arabia (KSA). Sample: A purposive sample composed of 85 males and females nursing students from all academic years. Tools: Three tools were used Pre & Post including: (1) A self-administered Questionnaire Sheet, (2) Epworth Sleepiness Scale (ESS), and (3) Pittsburgh Sleep Quality Index (PSQI).Results: Slightly more than three quarters (78.82%) of nursing students their ages were ranged from 20-22 years and 69.41% of them were females. More than one fourth (27.06%) of students were having good sleep and 72.94% of them had poor sleep pre the sleep instructional guidelines compared with 81.18% and 18.82% of them post providing the instructional guidelines respectively.Conclusions: Fostering the instructional guidelines regarding sleep had positive effects on nursing students' sleep patterns in the form of sleep quality, bedtime at night, sleeping latency, sleeping efficiency and disturbances. In addition to enhancing students' academic performance and modifying their psychosocial behavior regarding daytime dysfunction, coffee consuming in the evening, bedroom environment, social isolation, and use of social media. Recommendations: Future research should carry out for university students' sleep patterns on a broad category as a regional research project all over the Kingdom of Saudi Arabia (KSA) involving multidisciplinary team as doctors, nurses, psychologists, sociologists and nutritionists.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".