MS, University of Cincinnati, 2011, Education, Criminal Justice, and Human Services: Health Education

Sleeping 7 to 8 hours on a daily basis is an essential element of optimal health. The purpose of this study was to operationalize the constructs of the Theory of Planned Behavior (TpB) to predict the sleep intentions and behaviors of undergraduate college students attending a Midwestern University. Data were collected from cross-sectional convenience samples over three phases. Phase I encompassed collecting qualitative data (n=11) for instrument item generation. Phase II entailed collecting data (n=37) for reliability testing. Phase III data (n=197) assessed the efficacy of the instrument to predict the sleep intentions and behaviors of the sample. For phase III, a power analysis was conducted to determine a sufficient sample size (α = 0.05, β = 0.80, ρ = 0.20). Instrumentation included readability by Flesch-Kincaid ease and grade level tests, face and content validity by a panel of six experts, reliability by test-retest, construct validation applying confirmatory factor analysis, and internal consistency by Cronbach's alpha. Multiple linear regression modeled the predictors of perceived behavioral control (β =0.457, t=7.882, p < 0.001), subjective norm (β =0.179, t=3.000, p = 0.003), and attitude toward the behavior (β=0.231, t=3.865, p < 0.001) on behavioral intention. Collectively, the significant predictors produced an R2 adjustedvalue of 0.362 (F (3, 196) = 38.133, p < 0.001), suggesting the model accounted for 36.2% of the variance in the behavioral intention to obtain adequate sleep in the sample of participants. Binary logistic regression was employed to model adequate sleep behavior. Behavioral intention (B=0.067, Wald χ 2 (1) = 4.440, p = 0.036) and sleep hygiene (B=0.055, Wald (χ 2 (1) = 10.006, p = 0.002) were found to be significant predictors of sleep behavior; conversely, gender was not significant in the prediction of sleep behavior (B=0.475, Wald χ 2 (1) = 1.670, p = 0.196). Analysis revealed that for each one unit increase in behavioral intention (open full item for complete abstract)

Committee: Manoj Sharma MBBSPhD (Committee Chair); Amy Bernard PhD (Committee Member) Subjects: Health Education

DNP, Kent State University, 2024, College of Nursing

Sleep hygiene is a topic that has gained substantial attention in the past few years, especially with the pandemic and the effects that it has had on individuals staying indoors and isolating. Sleep hygiene is practicing behaviors that facilitate sleep and avoiding behaviors that interfere with sleep. This includes both daily routines and a bedroom environment that supports sleep (Suni, 2022). Sleep hygiene is one of the most direct and low risk ways to help patients get better sleep. Individuals can tailor personal sleep hygiene practices to suit their needs (Suni, 2022). The adolescent population is very prone to poor sleep habits, with a high use of screen-based activities at bedtime and other sleep-inhibiting practices (Campbell et al., 2022). In adolescents, poor sleep hygiene is associated with lower grades, physical health problems, and mental health issues. Many adolescents feel that their bedtime routines are heavily influenced by their parent's enforcement and general rules regarding bedtime practices and staying up late (Godsell & White, 2019). There is a consensus in research that adolescents have complex sleep issues, which includes home life, expectations of society (such as social media, peers), and mental health comorbidities (Becker et al., 2019; Campbell et al., 2022). They need sustained guidance from parents and healthcare workers to succeed at adopting change (Hogberg et al., 2020).

Committee: Marilyn Nibling APRN, NNP-BC, PNP-BC (Committee Chair); Karen Mascolo DNP, RN (Committee Member); Andrea Warner Stidham Ph.D., MSN, RN (Committee Member) Subjects: Nursing; Psychology

Master of Dental Hygiene, The Ohio State University, 2023, Dental Hygiene

Introduction: Dental hygienists (DHs) can screen patients for risk factors of Obstructive Sleep Apnea (OSA) utilizing a brief screening tool. Those who are identified as being high risk should be referred to a primary care physician or a sleep medicine specialist for further evaluation and diagnosis. For this to take place, DHs need OSA education. Limited research exists that explores the impact of sleep apnea education on the knowledge, attitudes, and confidence levels of dental hygiene (DH) students. No research exists evaluating the impact of incorporating OSA clinical screening of patients in conjunction with didactic education. Purpose: Determine the impact of sleep apnea education and clinical screening on the DH students' OSA knowledge, attitude toward the importance of screening, and confidence in screening. Methods: A 12-month, longitudinal intervention design was utilized. A convenience sample of DH students from the Ohio State University and Hocking College participated in the survey study. OSA screening knowledge, attitudes, and confidence levels of students was measured using the validated Obstructive Sleep Apnea Knowledge and Attitudes (OSAKA) questionnaire. The OSAKA questionnaire was distributed to students prior to OSA educational intervention and one week after educational intervention to evaluate the effectiveness of the OSA educational intervention. For twelve months following, the students implemented the STOP-Bang screening during clinical iii experiences. The OSAKA questionnaire was redistributed at three-, six-, and twelve months, to evaluate knowledge, attitudes, and confidence with clinical implementation of the STOP-Bang questionnaire. Results: The educational intervention had a positive impact on improving the students' attitude and confidence with OSA screening. In addition, the intervention increased the students' knowledge of OSA risk factors, prevalence, diagnosis, and treatment. The twelve-month clinical experience utilizi (open full item for complete abstract)

Committee: Bridget Wright (Advisor); Damian Lee (Committee Member); Rachel Kearney (Committee Member) Subjects: Curriculum Development; Dentistry