Improving Sleep Quality During the Transition to College

提高大学过渡期间的睡眠质量

• 批准号: 10623329
• 负责人: JULIENNE E BOWER
• 金额: $ 65.19万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-05-20 至 2027-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10623329
• 关键词: Acute; Address; Adult; Affect; Age Years; Anxiety; Attention; Awareness; Biological; Chronic; Clinical; Cognitive Therapy; Crowding; Development; Distress; Education; Effectiveness; Effectiveness of Interventions; Ethnic Origin; Exhibits; Feeling; Genomics; Health; Health Campaign; Individual; Inflammation; Inflammatory; Intervention; Loneliness; Measures; Mental Depression; Mental Health; Motivation; Outcome; Patient Self-Report; Personal Satisfaction; Physical Function; Population; Population Heterogeneity; Positioning Attribute; Process; Public Health; Public Health Education; Publishing; Randomized, Controlled Trials; Reporting; Research; Sleep; Sleep disturbances; Sleeplessness; Standardization; Students; Techniques; Testing; Time; Universities; Variant; Youth; actigraphy; aging population; anxiety symptoms; arm; associated symptom; clinically significant; cognitive function; college; depressive symptoms; effectiveness testing; efficacy testing; efficacy validation; emotional functioning; improved; improvement on sleep; inflammatory marker; intervention effect; mindfulness; mindfulness intervention; modifiable behavior; physical conditioning; poor sleep; post intervention; prevent; primary outcome; programs; psychosocial; psychosocial adjustment; residence; response; secondary outcome; sex; sleep difficulty; sleep health; sleep quality; social integration; success; university student

Project Summary Sleep disruption during college presents a significant public health concern, with studies documenting clinically-significant sleep disruption in 40-60% of college students. Poor sleep contributes to rising anxiety, depression, and loneliness as well as declining positive affect, motivation, and sense of purpose faced by many students as they attempt to navigate a successful path through college. Disrupted sleep also negatively impacts physical health, in part through upregulating inflammatory processes that can have acute and more chronic effects on mental and physical health. In response, many colleges and universities have embarked on efforts to improve the sleep hygiene of their students. The challenge is to identify programs that can simultaneously improve sleep, be delivered at scale, and be easily completed by students. Mindfulness-based interventions (MBIs), including a six-week Mindful Awareness Practices (MAPs) intervention developed by our group, have been shown to improve sleep quality and associated psychosocial and biological outcomes among adults. MBIs are well-positioned between interventions targeting clinical insomnia (e.g., CBT-I) and mass-delivered sleep education programs, the latter of which have been rolled-out by many universities despite evidence of limited effectiveness. Only four published RCTs, however, have tested the effect of MBIs among college students and none targeted sleep as a primary outcome. To address this important public health problem, we propose to conduct a randomized controlled trial (RCT) of 240 first-year college students at a four-year university that serves an ethnically and economically diverse student population. Our two-arm, parallel group RCT will test the efficacy of the validated, group- based, six-week MAPs intervention vs. sleep education, an active time and attention matched control condition, for students who report poor sleep at this critical transition year. Effects will be assessed at post- intervention and at 3-, 9-, and 12-month follow-ups to assess persistence. Our project brings together a diverse team with expertise in sleep, mindfulness-based interventions, and youth development to pursue four aims: (1) determine effects of MAPs vs. sleep education on subjective and objective markers of sleep; (2) evaluate effects of MAPs vs. sleep education on negative and positive psychosocial symptoms associated with sleep disruption; (3) determine effects of MAPs vs. sleep education on inflammatory processes associated with sleep disruption and relevant for long-term health; and (4) explore potential sex and ethnic variations in intervention effects.

项目摘要 大学期间的睡眠障碍是一个重大的公共健康问题，研究记录了 临床上有40%-60%的大学生出现严重的睡眠障碍。睡眠不佳会导致焦虑加剧， 抑郁、孤独以及面对的积极情绪、动力和使命感的下降 许多学生正试图通过一条成功的大学之路。睡眠中断也会带来负面影响 影响身体健康，部分是通过上调炎症过程，这些炎症过程可能会导致急性和更严重的 对身心健康的慢性影响。 作为回应，许多高校都开始努力改善学生的睡眠卫生 学生们。挑战是找出可以同时改善睡眠、规模化交付的计划， 并且很容易被学生完成。基于正念的干预(MBIS)，包括为期六周的正念 由我们小组开发的意识练习(MAP)干预已被证明可以改善睡眠质量 以及与之相关的成人心理社会和生物学后果。MBI的位置很好，在 针对临床失眠的干预措施(如CBT-I)和大规模提供的睡眠教育方案，后者 尽管有证据表明效果有限，但许多大学已经推出了这种方法。只有四个 然而，已发表的随机对照试验已经在大学生中测试了mbi的效果，没有一项针对睡眠作为目标。 一个主要的结果。 为了解决这一重要的公共卫生问题，我们建议进行一项随机对照试验 (RCT)在一所为民族和经济服务的四年制大学的240名一年级学生中 学生群体多元化。我们的双臂平行团体RCT将测试经过验证的团体- 基于为期六周的MAP干预与睡眠教育，活动时间和注意力匹配的对照 在这个关键的过渡年，对于报告睡眠不佳的学生来说，情况是这样的。影响将在以下时间后进行评估： 并在3个月、9个月和12个月的随访中评估持久性。我们的项目汇集了不同的 在睡眠、正念干预和青少年发展方面拥有专业知识的团队，以实现四个目标：(1) 确定MAP与睡眠教育对睡眠主客观指标的影响；(2)评估 MAP与睡眠教育对睡眠相关负性和积极心理社会症状的影响 (3)确定MAP与睡眠教育对与睡眠相关的炎症过程的影响 以及(4)在干预中探索潜在的性别和种族差异 效果。