Penerapan “Sleep Education After Midnigth” Terhadap Peningkatan Kualitas Tidur Pasien DM Type 2 Di RSUD Tarakan Jakarta

Latar Belakang Diabetes adalah kondisi jangka panjang yang serius dengan dampak besar pada kehidupan dan kesejahteraan individu, keluarga, dan masyarakat di seluruh dunia. Diabetes mellitus adalah salah satu dari 10 penyebab utama kematian pada orang dewasa dan diperkirakan menyebabkan empat juta kematian di seluruh dunia pada tahun 2019, mengikuti peningkatan signifikan sebesar 70% sejak tahun 2000 (WHO,2020) Pengeluaran biaya kesehatan global untuk diabetes juga mengalami peningkatan sehingga diperkirakan mencapai USD 727 miliar pada tahun 2017. Tujuan kegiatan ini adalah untuk mengetahui pengaruh Penerapan Sleep Education After Midnight terhadap peningkatan kualitas tidur pada penderita diabetes mellitus. Metode : Evidence Base Nursing Practice (EBNP) yaitu penggunaan teori dan informasi yang diperoleh berdasarkan pencarian melalui 3 sumber jurnal yaitu pubmed, cochrane dan proquest dari hasil informasi ini akan diaplikasikan pada kegiatan praktik keperawatan untuk mendapatkan bukti kebenaran dari teori. Hasil : 1). Dilihat dari usia bahwa diabetes mellitus banyak dialami oleh penderita dengan usia >60 tahun dan laki-laki lebih banyak menderita diabetes mellitus daripada perempuan. 2). Ada peningkatan kualitas tidur pasien diabetes mellitus setelah dilakukan intervensi “Sleep Education After Night”. Kesimpulan : Didapatkan nilai pittsburgh Sleep Quality Index (PSQI) sebesar 8,47 sebelum dilakukan intervensi pada kelompok intervensi, kemudian dilakukan pengukuran kembali setelah dilakukan intervensi maka diperoleh nilai PSQI sebesar 2,47 dengan Pvalue 0,00 (atau<0,05) ini artinya Penerapan Sleep Education After Night memiliki hubungan yang signifikan terhadap peningkatan kualitas tidur pasien diabetes mellitus. Kata Kunci : Sleep Education After Night, Kualitas Tidur, Diabetes mellitus Tipe 2.

P092 Improving Postgraduate Psychology Students’ Sleep and Insomnia Knowledge with a Sleep Education Workshop

Introduction Trainee psychologists receive limited sleep and insomnia education during postgraduate study. This study examined the delivery of a sleep psychology training workshop for postgraduate psychology students and examined changes in sleep knowledge from pre- to post-workshop. Methods A 6-hour Sleep Psychology Workshop was delivered to postgraduate psychology students around Victoria. Online pre- and post-workshop questionnaires were used to evaluate changes in sleep psychology knowledge and collect feedback on the workshop. Results The participants were 187 students (82% female, M age = 32), most of whom were in their 5th year of psychology training (69%) and had not received any sleep education during their postgraduate studies at the date of the intervention (77%). Students’ sleep knowledge significantly improved after workshop completion (pre: 56% vs. post: 80% correct), t(107)= -21.41, p &lt; .001. Students provided positive feedback about the workshop, with 96% rating the workshop as excellent/very good and 86% reporting that they would recommend the workshop to other postgraduate students. Overall, 94% of students agreed/strongly agreed that the sleep psychology workshop improved their confidence to manage sleep disturbances in their future psychology practice. Discussion Postgraduate psychology students require sleep and insomnia education. This study demonstrates that students’ sleep psychology knowledge can improve after a 6-hour sleep education and training workshop and provides initial positive feedback about the benefits of sleep and insomnia education for postgraduate students.

P131 The impact of an online sleep education program on university students’ sleep knowledge, attitudes, and behaviours

Introduction Sleep is essential for optimising health and academic performance, yet university students consistently report poor sleep quality. We conducted a before-and-after study to determine if an interactive, online sleep course improved sleep (1) knowledge, (2) attitudes, and (3) behaviours among university students. Methods Undergraduate students completed the course from August-November 2020. The course involved activities that encouraged students to reflect on their own sleep behaviours and goals. Baseline data was collected through course surveys and students were invited to complete a 6-month follow-up survey via email. Results N=212 students completed the baseline questionnaires and n=75 (35%) completed the follow-up survey. Students retained at follow-up possessed higher baseline sleep knowledge and received higher grades. At 6-months follow-up, sleep knowledge increased from baseline (mean quiz score: 60 vs 84%, p&lt;0.001). 85% of students aimed to increase their sleep knowledge at baseline and 91% reported that they were more knowledgeable at follow-up. 83% of students aimed to improve their sleep at baseline and 37% reported improvement at follow-up. 53% of students’ attitudes towards their sleep behaviours had changed from baseline. There was reduction in sleep latency (mean 33.3 vs 25.6min, p=0.015), but no change in total Pittsburgh Sleep Quality Index score at follow-up. Discussion Completion of an interactive sleep education course led to increased sleep knowledge and changes in sleep attitudes, with no meaningful change in sleep behaviours. Future interventions require careful design and evaluation, and should consider components of behavioural change (e.g. motivation, triggers) that go beyond the knowledge-attitudes-behaviour continuum.

O007 Sleep health promotion in Aboriginal and Torres Strait Islander communities: untapped potential of Indigenous youth workers as sleep coaches

Purpose The lack of culturally appropriate sleep health programs and community-led support services are significant barriers to sleep health promotion in Indigenous communities. This project offers Australia’s first-ever training and upskilling program for Indigenous youth workers (IYWs) to work as “Sleep Coaches” in Indigenous communities. Methods Key stakeholders, i.e., community elders, service providers, Indigenous youth and sleep scientists, were consulted to develop a training program for IYWs. Stakeholder consultations ensured community ownership of the program, facilitated co-design of educational and training activities, and integrated traditional and scientific sleep health knowledge for developing sleep health resources. Results Consultations with the advisory group (n=48) identified the need for a multipronged approach for IYWs capacity building. The education and training activities are centred around sleep and include cultural training to cover Indigenous Australians’ understanding and interpretation of sleep health, youth mental health first aid training, and participation in youth alcohol and drug education workshops. For sleep education, two blocks of activities, i.e., foundation and advanced level, are offered to cover triaging, sleep education/support and monitoring. An interactive tool for diabetes education in Indigenous communities (FeltMan/FeltMum) has been adapted to offer culturally appropriate sleep education. Conclusion IYWs’ capacity building as sleep coaches is an innovative way to empower Indigenous communities to embrace sleep health. Going forward, the program will engage with youth mental health services to evaluate the program effectiveness and transferability to other Indigenous communities. There is a need to define the scope of practice and certification to ensure compliance with industry standards.

089 Impact of A Single Sleep Education Session on Beliefs and Attitudes Among People with Excessive Daytime Sleepiness: A Pilot Study

Introduction Excessive daytime sleepiness is associated with adverse health outcomes and substantial functional deficits. However, little is known about experiences among these individuals and whether some education about sleep health would be helpful. Methods N=28 participants with excessive daytime sleepiness (ESS&gt;=10) but no other major medical problems were recruited from the community. The intervention was a single 2-hour sleep education workshop. Participants were randomized to either the education session or a wait-list control. Change from baseline on Epworth Sleepiness Scale (ESS), Dysfunctional Beliefs About Sleep (DBAS) scale, Fatigue Severity Scale (FSS), Insomnia Severity Index (ISI),pHQ9 depression scale, and GAD7 anxiety scale were evaluated versus controls, adjusted for age, sex, and race/ethnicity. Also,participants were asked whether they agree to a range of beliefs/attitudes about sleep before and after the session (as part of intervention or following wait list). Posttest-Pretest difference scores were compared to determine if any were changed by the session (nominal significance p&lt;0.05). Results Compared to the wait-list control, those who received the education session did not show differences in sleepiness (4.2% reduction,p=0.73) or dysfunctional beliefs about sleep (52.1% reduction,p=0.07), but they did demonstrate a 26.5% reduction in fatigue (p=0.01), a 55.2% reduction in insomnia severity (p=0.004), a 59.1% reduction in depression score (p=0.02), and a 54.5% reduction in anxiety score (p=0.04). The single session resulted in increased agreement with the statements, “People with daytime sleepiness should discuss their problems with their doctor or health care provider” (t=-2.3,p=0.03), “I understand the basics of how sleep works” (t=-2.2,p=0.04), “I understand the basics of how sleepiness works” (t=-2.7,p=0.01), “Excessive daytime sleepiness is something that can be improved with psychological treatment” (t=-2.3,p=0.03), and “I know what to do if…” “I have trouble falling asleep” (t=-4.3,p=0.0003), “I have trouble with poor quality sleep” (t=-5.1,p=0.0001), and “I experience daytime sleepiness” (t=-3.0,p=0.007). Conclusion A brief sleep health education session improved sleep and mental health in individuals with daytime sleepiness, even if it did not improve sleepiness. Further, the session did likely provide useful educational information. Support (if any) This work was supported by Jazz Pharmaceuticals

311 Can a Brief Sleep Education Training Improve Sleep Quality Among Shipboard Sailors?

Introduction Sleep disturbance is pervasive among active duty military service members (ADSM) and has serious adverse effects on performance and health. Interventions designed to improve sleep in operational settings are critical to maintain the health and readiness of this at-risk population. The objective of this study is to evaluate a novel sleep education program developed for ADSM. Methods Participants were U.S. Sailors (N=150; 82.7% male, 35.3% &lt;25 years old) assigned to either an intervention (44.7%) or control (55.3%) condition. Intervention participants attended the Circadian, Light, and Sleep Skills program for military personnel (“CLASS-M”). The 30-minute education program was designed to teach ADSM how to maximize sleep quality in operational environments. All participants completed a questionnaire at both baseline and 2 months post-intervention assessing demographics, sleep quality (Pittsburgh Sleep Quality Index; PSQI), sleep-related behaviors, knowledge and motivation. During the follow-up period, participants went underway for 2–8 weeks. Results At baseline, scores were comparable for the PSQI (Control: 8.58±0.35 vs. Intervention: 8.58±0.38), sleep behaviors (12.26±0.35 vs. 11.32±0.38; Range: 0–17), sleep-related knowledge (0.48±0.21 vs. 0.50±0.24; Range: 0–1), and sleep motivation (4.12±0.35 vs. 4.07±0.34; Range: 0–5). A significant group x time interaction indicating benefits for the intervention group were observed on PSQI (F (1,139) = 7.99, p=0.005), knowledge (F (1,139) = 36.54, p&lt;0.001), and behaviors (F (1,139) = 4.75, p=0.03), but not motivation (p&gt;.05). Main effects of group were observed (p&lt;0.05) on PSQI and sleep knowledge only. Conclusion Study results indicate that participation in a brief, educational program prior to deploying may improve ADSM’s sleep quality. Future research is needed to explore mechanisms of intervention effect, and to determine best practices for disseminating such programs force-wide. Support (if any) This work was supported by Defense Health Program 6.7 under work unit no. N1634. The views expressed in this article are those of the authors and do not necessarily reflect the official policy or position of the Department of the Navy, Department of Defense, nor the U.S. Government.

353 A Direct-to-Patient Mailing about Sedative-Hypnotics and Online CBT-I: Participant Reported Use of Study Materials

Introduction Cognitive behavioral therapy for insomnia (CBT-I) is recommended as first-line treatment for chronic insomnia disorder for all adults. Older adults are often prescribed sedative-hypnotics (e.g., benzodiazepine receptor agonists, BRAs) for insomnia, despite observational studies showing these medications increase risk of falls, fractures, and cognitive decline. In an ongoing randomized controlled trial, we are testing “Sleep EducatioN Information Sent Directly to Patients (SEND),” a novel program combining direct-to-patient mailing with information about access to an online CBT-I resource, compared to a similarly structured control condition. In the current study, we surveyed participants in both groups to examine their self-reported use of intervention or control materials. Methods In the larger trial, 1,672 Veteran participants (aged &gt;=65 years, receiving care from a Colorado VA facility, and prescribed a BRA) were randomized to receive the SEND intervention brochure with information on how to access a free, anonymous online CBT-I resource (n=836) or control condition brochure with information about general sleep education (n=836). Six months after the initial brochure mailing, all participants were mailed a blinded survey querying participants’ recollection and use of the mailed materials. We used chi-squared tests to compare survey responses for SEND versus control groups. Results 354 surveys were returned by study participants (overall response rate: 21%; SEND: 172 [20%], control: 182 [22%]). Respondents were 94% male with mean age 71.7 years (no difference between groups). In the SEND group, 97 (56%) reported receiving the brochure, 18 (10%) visited the website, and 14 (8%) discussed the brochure with their provider. No significant differences between groups were observed in the number of participants who reported receiving the brochure (chi2=2.96, p=.085); visiting the website (chi2=0.0253, p=.874); or discussing the brochure with their provider (chi2=1.91, p=.167). Conclusion At 6-months follow-up, over half of participants recalled receiving a mailing about sedative-hypnotics. A modest number reported visiting the online CBT-I program and a similar number discussed the materials with their healthcare provider. Similar results between groups suggest successful blinding of the intervention and control participants. If successful, the SEND intervention may provide a low-touch, low-cost approach to address BRA over-use in some older adults. Support (if any):

686 Sleep Education and Sleep Outcomes in the Time of Covid-19 in Mexico

Introduction This study examines computer-mediated sleep education for health providers enrolled in a certified diabetes educator program in November 2020 in Mexico. Methods Data derived from pre/post ratings assessed knowledge of obstructive sleep apnea (OSA), insomnia, restless legs syndrome (RLS), short sleep duration (SSD), circadian rhythm disorders (CRD), and drowsy driving (DD) on a 5-point Likert-like scale, and five true/false questions regarding misconceptions about sleep. Outcomes included self-reported sleep problems among providers since the onset of the March 2020 Covid-19 surge in Mexico. Pre/post means were compared with paired t-tests using SPSS (V25) with significance set at p&lt;0.05. Results Volunteer participants (N=23; 83% women; 52% nutritionists; 48% health providers) were recruited from the fall semester 2020 diabetes educator certificate program. Means with standard deviations showed significant learning for all sleep disorders following the training (OSA: 3.1±1.0 to 4.4±0.78; Insomnia: 3.2±0.85 to 4.3±0.82; RLS: 2.1±1.2 to 4.2±0.95; SSD: 2.7 ±1.1 to 4.4±0.72; CRD: 2.6±1.2 to 4.4±0.73; DD: 2.6±1.1 to 4.4±0.78, all p&lt;.0001). The total pre- to post-scores (Range=0 to 30) for sleep disorders moved from 16.3±5.7 to 26.3±4.4, p&lt;.0001. Participants demonstrated improved, but borderline significant findings regarding misconceptions about sleep from pre-to post-testing, p=.07. Of the 23 respondents, 18 (78%) reported sleep problems specific to the onset of the Covid-19 pandemic in Mexico. Of the 18 providers, 13 reported insomnia symptoms, while five indicated short sleep due to double shift work, anxiety and depression, or poor sleep quality. Conclusion Participants (78%) reported sleep problems; particularly insomnia associated with anxiety, depression, poor sleep quality and extended shift work since the onset of the Covid-19 pandemic. Findings are consistent with global studies of Covid-19 and sleep of health care workers. Online participants’ significant learning for all sleep disorders was coherent with in-class learners (N=173). Pre-to-post analyses of misconceptions about sleep, particularly sleep needs for adults and that daytime sleep can make up for lack of nighttime sleep, however, were not significant for these learners compared to the in-class learning groups. Support (if any) N/A