Evaluation of Emory University's Online Sleep Enhancement Curriculum for Students Öffentlichkeit
Goodman, Amy Mackey (2013)
Published
Abstract
SleepWell@Emory - Online was a voluntary, 5-week self-improvement program offered to students by Emory University's Office of Health Promotion in the Blackboard Learn system. The interactive online course was based on a psychoeducational model intended to improve participants' sleep-related knowledge, behaviors, and beliefs during and after the course. Content included information on sleep hygiene and stimulus control instructions tailored for a college audience. This study evaluated the process and outcomes associated with piloting the online course to two student cohorts. Quantitative and qualitative data were collected through a mixed-methods approach in order to answer the evaluation questions. Outcomes were assessed through course reports and electronic pre-, post-, and 6-week post-course participant surveys. Process data was gathered through course observation, instructor communications, and participant interviews. Rates of course participation and survey completion were low and declined over time. In the two cohorts, 80% of the 65 registrants participated in some content during the course timeframe, while 11% of registrants participated in all 5 weeks. Findings indicated that participants' sleep knowledge and some key behaviors (e.g. sleep schedule consistency) and beliefs (e.g. confidence in ability to improve sleep without medication) improved during and 6 weeks after the course. Course participation was not associated with improved academic performance. School-related demands were positively correlated with a lack of course participation and stopping a learned sleep enhancing behavior 6 weeks after the course. Students perceived the course's educational materials, references, and tools as helpful and relevant. Results suggest that online content should be available to a broad audience for an extended period of time and require minimal interaction. Specific recommendations are described, including techniques for refining course content, minimizing barriers for students related to competing priorities, and expanding university partnerships. This evaluation demonstrated that an online sleep curriculum for university students offers benefits consistent with those described in the literature, and provided information on the challenges of virtually engaging and retaining students in health promotion educational practices during the academic semester.
Table of Contents
CHAPTER 1: INTRODUCTION
Introduction
1Overview of the Problem
1Description of the Program: SleepWell@Emory
3Description of the Program: SleepWell@Emory - Online
7Logic Model
12Inputs
12Activities
13Outputs
14Outcomes
14Impact
15Evaluation Purpose
17Evaluation Questions
18CHAPTER 2: REVIEW OF THE LITERATURE
Introduction
20Empirical Foundation of the Program
20Findings from Prior Evaluations of SleepWell@Emory
21Similar Studies
27Findings from in-person (face-to-face) sleep interventions with college students
28Findings from online (internet-based) sleep interventions with adults
29Findings from online (internet-based) sleep interventions with college students
31Recommendations for sleep education content for college students
32The role of theory in intervention design
34Evidence-supported recommendations for institutions
35CHAPTER 3: METHODOLOGY
Evaluation Process
37Stakeholders
37Intended Users
40Population and Sample
41Research Design
42Procedures
44Instruments
45Registration and pre-test
45Post-test
47 Six-week post-test 48 Data Analysis 50 Limitations and Delimitations 51CHAPTER 4: RESULTS
Introduction 54 Findings 54 Participation 54 Withdrawals 57 Course extension 59 Assessment 59 Analysis 61Evaluation Question 1 Is SleepWell - Online effective at increasing students' sleep-related knowledge?
62
Evaluation Question 2 Is SleepWell - Online effective at improving students' sleep-related behaviors?
65
Evaluation Question 3 Do students experience longer-term (i e six weeks or more post-course) benefits from participating in SleepWell - Online?
78
Evaluation Question 4 What is the overall user satisfaction with SleepWell - Online's course curriculum and delivery model?
89
Evaluation Question 5 What are the strengths of SleepWell - Online's course curriculum and delivery model?
95
Evaluation Question 6 What modifications, if any, should be made to SleepWell - Online's course curriculum and delivery model prior to future offerings?
99
CHAPTER 5: CONCLUSION, IMPLICATIONS, AND RECOMMENDATIONS
Introduction 106 Summary of Findings 106 Knowledge 107 Behaviors 107 Longer-term benefits 108 Course satisfaction 109 Course delivery model 110 Implications 111 Course content 111 Online intervention 112 Course satisfaction 113 Knowledge 114 Beliefs 114 Sustained behavior change 115 Recommendations 116 Revise course timing 117 Refine curriculum 119 Streamline assessment 122 Market strategically 124 Expand partnerships 125 Future considerations 128 Summary 130 REFERENCES 132 APPENDICESAppendix A Selected Course Screens from SleepWell@Emory - Online (2012)
135Appendix B Emory University Student Health and Counseling Services Organizational Chart (2013)
142
Appendix C SleepWell@Emory - Online Registration and Pre-Test Survey (2012)
143Appendix D SleepWell@Emory - Online Post-Test Survey (2012)
149Appendix E SleepWell@Emory - Online 6-week Post-Test Survey (2012)
156Appendix F Responses on SleepWell@Emory - Online Medical Outcomes Survey (MOS) Sleep Scale Questions (2012 - 2013)
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