目标:尽管睡眠不足对心理健康有负面影响,基于证据的失眠管理指南尚未转化为常规的精神保健.这里,我们评估了全州范围内的知识翻译工作,以使用RE-AIM(Reach,有效性,收养,实施,和维护)评估框架。
方法:使用非随机等待列表对照设计,研究生心理学学生参加了一个经过验证的六个小时的在线睡眠教育研讨会,作为他们在维多利亚的研究生心理学课程的一部分,澳大利亚。睡眠知识,态度,实践评估在项目前和项目后进行,在12个月时收集长期反馈。
结果:十个研究生心理学课程中有七个采用了该研讨会(采用率=70%)。研讨会的研究生达到了313人,研究参与率为81%。该研讨会有效地提高了学生的睡眠知识和自我效能,以使用失眠的认知行为疗法(CBT-I)来管理睡眠障碍,与具有中等到大效应大小的waitlist对照(所有p<.001)相比。实施反馈积极,96%的学生认为研讨会非常优秀。12个月的维护数据表明,83%的学生在临床实践中使用了研讨会中学到的睡眠知识/技能。然而,需要更多的实践培训来实现CBT-I能力。
结论:在线睡眠教育研讨会可以扩大规模,为心理学研究生提供具有成本效益的基础睡眠培训。该研讨会将加速将失眠管理指南转化为心理学实践,以改善全国的睡眠和心理健康结果。
OBJECTIVE: Despite the negative impact of poor sleep on mental health, evidence-based insomnia management guidelines have not been translated into routine mental healthcare. Here, we evaluate a state-wide knowledge translation effort to disseminate sleep and insomnia education to graduate psychology programs online using the RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) evaluation framework.
METHODS: Using a non-randomized waitlist control design, graduate psychology students attended a validated 6-hour online sleep education workshop delivered live as part of their graduate psychology program in Victoria, Australia. Sleep knowledge, attitudes, and practice assessments were conducted pre- and post-program, with long-term feedback collected at 12 months.
RESULTS: Seven out of ten graduate psychology programs adopted the workshop (adoption rate = 70%). The workshop reached 313 graduate students, with a research participation rate of 81%. The workshop was effective at improving students\' sleep knowledge and self-efficacy to manage sleep disturbances using cognitive behavioral therapy for insomnia (CBT-I), compared to the waitlist control with medium-to-large effect sizes (all p < .001). Implementation feedback was positive, with 96% of students rating the workshop as very good-to-excellent. Twelve-month maintenance data demonstrated that 83% of students had used the sleep knowledge/skills learned in the workshop in their clinical practice. However, more practical training is required to achieve CBT-I competency.
CONCLUSIONS: Online sleep education workshops can be scaled to deliver cost-effective foundational sleep training to graduate psychology students. This workshop will accelerate the translation of insomnia management guidelines into psychology practice to improve sleep and mental health outcomes nationwide.