Development of a Sleep Education Program for College Students at UD

SLEEP EDUCATION PROGRAM FOR STUDENTS 1
Development of a Sleep Education Program for College Students At the University of Delaware
Alexis Mattei, Dana Alexander, Jenna Gottlieb, Mairead Fallon
University of Delaware

Executive Summary
Sleep and Time Management Seminar is a program that will address the health issue of
anxiety through sleep education for freshmen students at the University of Delaware. Students
will complete a 14-week course that meets once weekly for 50 minutes. The program will be a
core requirement of the freshmen curriculum and will be offered in both the fall and spring
semesters.
Anxiety disorders are one of the most common health problems found on college campuses
across the country. Stressors for anxiety include unhealthy habits such as a lack of sleep. This is
often caused by late nights from social activity and constant studying, early class times, and lack
of time management skills. For these reasons, it is not uncommon for students to become
chronically tired and stressed.
The goal of the Sleep and Time Management Seminar program is to reduce anxiety-related
feelings in students by targeting unhealthy sleep habits. The seminar aims to promote knowledge
about sleep habits, improve time management skills, and increase goal setting abilities as a way to
improve current sleep habits.
There will 14 sessions during both the fall semester and spring semester. The fall semester
sessions will begin on August 30, 2016 and end of December 9, 2016, and the spring semester
sessions will be from February 6, 2017 to May 16, 2017. The course will be one credit and
participants will be graded on a pass or fail basis. The program will emphasize interactive group
discussions, and students will be provided the necessary resources to enhance overall sleep
quality. The program will teach participants strategies to manage time effectively, to maintain
regular sleep and wake times, to limit alcohol consumption, to decrease caffeine and nicotine use
prior to bedtime, and to create sleep environments conducive to sleep.

Educational components of the program will directly address negative attitudes towards sleep
habits. It will also address the lack of knowledge about the importance of healthy sleep practices
in preventing anxiety-related issues. Students will work on a personal productivity agenda in
which they are given a notebook and taught how to effectively manage their daily schedules. A
lesson will be taught on goal setting so students will be able to create and maintain a schedule.
The program will contain social support components as well. This will address peer pressure
from friends and classmates. It will also address the pressure to receive high grades.
Additionally, it will educate participants on environmental components such as on campus
counseling services and resources to assist in increasing healthy sleep habits.
The grantor allows for a maximum budget of $150,000.00. In order to properly educate all
incoming freshmen, the Sleep and Time Management costs come to a total of $141,805.30.
Social and Epidemiological Diagnosis
a) Introduction
Adolescents and young adults make up 21 percent of the population in the United States
(U.S. Department of Health and Human Services, n.d.). The behavioral patterns established
during these developmental periods help determine young people’s current health status and their
risk for developing chronic diseases in adulthood. Health status during the young adult years has
received little attention compared that of adolescence (Park et al., 2006). Although the two age
groups are often compared to each other, there are many differences during the young adult years.
These include the contextual behaviors that influence risky behaviors, health outcomes and access
to care (Park et al., 2006). The critical health issues of young adulthood include reproductive
health, injury, substance use, mental health, violence, obesity and access to health care (Park et
al., 2006). Young adults also tend to have the lowest awareness of risk and the least access to

healthcare and insurance (National Institute for Healthcare Management, 2006). Young adults
have over twice the mortality rate of adolescents (Park et al., 2006). This high statistic is largely
attributable to the male mortality rate during the young adult years, which is three times that of
the female rate (Park et al., 2006). The leading causes of death among 18 to 25-year-olds include
unintentional injury (primarily motor vehicle accidents), homicide, and suicide. Suicide is closely
related to other issues faced by this age group, such as anxiety and stress.
b) Epidemiological Assessment
i. Introduction
The epidemiological assessment targets the health problems for the adolescent population.
The problems are measured objectively and pose a threat to the health and quality of life of the
population.
ii. Leading Health Conditions in Young Adults
Common health problems in young adults include mental conditions, eating disorders,
chronic diseases, substance abuse, chronic fatigue, sexually transmitted infections, and many
other conditions that can develop during these years (Board on Children, Youth, and Families,
2013). More than 10 percent of young adults ages 18-24 are disabled due to a physical, mental, or
emotional condition (Board on Children, Youth, and Families, 2013). Often, the leading health
conditions of young adults are a reflection of the poor health behaviors of that population.
According to Youth Risk Behavior Surveillance System (YRBSS), the most common poor health
behaviors amongst youth adults include behaviors that contribute to unintentional injuries and
violence, sexual behaviors that contribute to unintended pregnancy and sexually transmitted
infections, alcohol and other drug use, tobacco use, unhealthy dietary behaviors, and inadequate
physical activity (Centers for Disease Control and Prevention, 2015).

iii. Leading Poor Health Behaviors in Young Adults
Of the leading health conditions in young adults, sexually transmitted infections affects a
large portion of the young adult population. Young adults aged 20-24 years are at a higher risk of
acquiring STIs for a combination of behavioral, biological and cultural factors (Centers for
Disease Control and Prevention, Division of STD Prevention, 2011). Behavioral factors
associated with STIs are especially at blame in this age group. STIs are spread through numerous
means of sexual contact, including vaginal sex, anal sex, and oral sex (Centers for Disease
Control and Prevention, Division of STD Prevention, 2011). The higher prevalence of STIs
among adolescents also may reflect multiple barriers to accessing quality STI prevention services,
including lack of quality health insurance, absence of a means of transportation, discomfort with
facilities and services designed for adults, and concerns about confidentiality (Centers for Disease
Control and Prevention, Division of STD Prevention, 2011). Adolescents and young adults
between the ages of 15 and 24 are most at risk for gonorrhea infection in Delaware.
Suicide is a major cause of death among persons aged 10 - 26 years old in the United
States (Sullivan, 2013). Firearm use, suffocation, and poisoning (such as a drug overdose) are the
three most common behaviors leading to suicide in the United States (Sullivan, 2013). Deaths
from suicide are only small part of the issue in young adults (Centers for Disease Control and
Prevention, 2015). More young people survive suicide attempts than those who actually die from
them (Centers for Disease Control and Prevention, 2015). Out of the reported suicides in the 10 to
24 year-old age group, 81% of the deaths were males and 19% were females. In Delaware,
approximately 3,000 high school students admit to attempting suicide during the previous year
(Delaware Health and Social Services, Division of Public Health, 2002). This averages out to two
high school students in a class of 24 (Delaware Health and Social Services, Division of Public

Health, 2002). Risk factors for suicide often include a past history of suicide attempts, family
history, depression or other mental illness, alcohol or drug abuse, and stress (Delaware Health
and Social Services, Division of Public Health, 2002). Behaviors that cause stress and anxiety
greatly impact the suicide rates of the young adult population and is a major health concern to be
addressed.
Alcohol consumption is the third leading preventable cause of death in the United States
(Centers for Disease Control and Prevention, 2015). A common abuse pattern called binge
drinking contributes to a substantial portion of alcohol-related deaths (Centers for Disease Control
and Prevention, 2015). This type of drinking also is associated with alcohol poisoning,
unintentional injuries, suicide, hypertension, pancreatitis, sexually transmitted diseases, and
meningitis, among other disorders (Centers for Disease Control and Prevention, 2015). About
18% of Delaware residents age 18 and older are "binge" drinkers. This means that they have five
or more drinks in one occasion, one or more times a month (Delaware Health and Social Services,
Division of Public Health, 2002). While 18% of all adults are acute or "binge" drinkers, the
prevalence is 42% among young adults ages 18-24. Binge drinking is significantly more common
in men aged 18-24. In Delaware, there is a binge drinking prevalence of 55% in males and 30%
in women who are between the ages of 18 and 24 (Delaware Health and Social Services, Division
of Public Health, 2002). Among young adults, poor health conditions are often a result of the poor
health behaviors displayed by the population. From findings based on national data on young
adults and data from research in the state of Delaware, sexually transmitted diseases, binge
drinking, and anxiety are concerns for young adult population.
iv. Conclusion

The epidemiological assessment concluded the prior research regarding the concerns of
students at the University of Delaware. Sexually transmitted diseases, binge drinking, and anxiety
are the major concerns of the young adult population.
c) Quality of Life Assessment
i. Introduction
After conducting formal research on the biggest health concerns and behaviors for young
adults, key informants and a focus group were recruited to further open up the discussion on the
perceived health problems and behaviors across the University of Delaware’s campus. Interview
questions were put together that aimed to identify exactly what these health concerns and
behaviors are and the extent of what the problem is. Consistent with the results obtained from
research, these key informant interviews and the focus group demonstrate that there are numerous
health conditions and problems experienced by undergraduates across the University’s campus.
The three biggest issues that were be perceived as the most relevant were sexually transmitted
infections, binge drinking, and stress.
ii. Methods
Two key informants were selected to provide further data on what they believed to be the
most relevant health problems and behaviors across the campus. These two informants included a
Residential Assistant (RA) and a bartender of a popular bar near campus. After these two
informants were recruited, they were informed that the interview would be approximately 30
minutes long and that all responses recorded were for research purposes. It was explained that the
purpose of this interview was to obtain insight into the health behaviors of students from an
outsider’s perspective. All answers were transcribed at the time of the interview. This
transcription included both verbal responses and nonverbal behavior.

A focus group was also put together to prompt a discussion and determine what the
students on the University of Delaware viewed to be as the biggest health concerns of the student
population. Recruitment was based on obtaining as much diversity amongst the student
population as possible. This included age, living arrangements, Greek association, and other
campus involvement. It was explained to the students that the purpose of this focus group was to
help provide an understanding as to what they perceived the biggest health concerns of both
themselves and their peers to be. The interview was set to be approximately 60 minutes long.
Members of this focus group were also informed that their responses were confidential and they
did not need to answer if they felt uncomfortable. The involvement by the members of the focus
group was high throughout the entire period. Transcription was done during the focus group
session.
iii. Results
The analysis has been divided into three main sections: 1) Current health issues reported
on University Delaware Campus, 2) University of Delaware Student Health behaviors, 3) Health
programs available to students. These categories are based on the qualitative data received from
key informant and focus group interviews. Supporting quotes follow some of the section
subcategories to illustrate participant responses. These quotes are coded by an assigned focus
group participant letter to ensure confidentiality (i.e FG-A refers to participant labeled A).
1 Current health issues reported on University of Delaware Campus
1.1 Frequent issue reported through informant and focus group
interviews. Key informants reported the main health concern of University Delaware

students as binge drinking. These key informant reports acknowledged a trend of students
in the younger spectrum of the population closer to ages 19-21 were more inclined to
binge drink more often than older students in the population. Focus group participants also
reported binge drinking as a primary issue on University of Delaware campus, however
did not acknowledge any binge drinking differences between class year or age.
1.2 Other issues reported through focus group interviews. The focus group
reported more health issues among students than the key informants. Each focus group
participant included binge drinking as part of the top 3 health issues within the
undergraduate population. Additional issues reported included mental health wellness,
often referring to increased stress/anxiety, unprotected sex and contraction of sexually
transmitted infections, and drug abuse. A majority of participants did not notice a change
in occurrence of these issues between gender or class year in regards to student health
issues.
2 University of Delaware student health behaviors
2.1 Successful health behaviors of students. Both informant and focus group
interviews identified physical fitness as an aspect of student health students are successful
in maintaining. Focus group participants noted a social emphasis on physical fitness
throughout campus.
“I think that a lot of undergrads go to the gym and try to stay fit to keep up with everyone
around them.” (FG-B)

2.2 Health behaviors of students that need to be improved upon. Informant
interview responses reflect the health issue of binge drinking. Focus group interviews
reflected a variety of issues listed as health primary health issues for students (i.e.
increased stress/anxiety, unprotected sex and STI, poor eating and drug abuse).
“I know that I personally have developed high anxiety since coming to college.” (FG-A)
“I have friends who drink 5 times a week and see nothing wrong with it, and when they do
drink, they drink at least 5 drinks. It’s insane.” (FG-C)
“I think the biggest worry in my life would be STD’s.” (FG-F)
2.3 Students participation in correcting health issues. Informant and focus group
interviews focused on student health services a primary place on campus for students to
seek health advice or any type of care. A majority of focus group participants did not
report students were successful in seeking care for existing health issues. On the other
hand, informant interviews reported beliefs that students are successful with seeking help
for health issues or concerns.
“No I don’t think so. I think a lot of embarrassment is associated with getting checked for
STD’s.” (FG-A)
“I also don’t think so. I think that a lot of people also don’t think of things like mental
health. “ (FG-B)

“I think that students are afraid to admit things such as depression and don’t think there
is any help in areas such as those.” (FG-D)
“Pretty aware. We have had students call amnesty before. They seem to be aware of how
to stay out of trouble in that sense.“ (KI-2)
3 Health programs available to students on campus.
3.1 Existing health programs in place for students. Informant interviews listed the
counseling center, required/provided insurance, gym training classes, amnesty program
and healthy hens as programs available to students. Focus group participants named
healthy hens, student health services and amnesty as useful programs the University
provides to the student population. There is an agreement between both groups that the
health center is a primary health program in place for students, due to the variety of
services it offers.
3.2 Characteristics of successful programs. Key informants agreed advertising to
students is a major factor of success within the student population. Focus group
participants also reported that advertising is an important characteristic of successful
programs. In addition, focus group participants also mentioned other factors such as
privacy, and statistics as valuable characteristics as well.
“I think students also feel like they're the only one using things. If statistics were released
that said “Hey, 20% of the student body uses said resource” I think students would be
more inclined with a sense of normalcy. “ (FG-C)

“I also think privacy is a really important issue. If programs were more confidential and
felt a little more safe I think students would attend more.”(FG-B)
iv. Discussion
The results section highlights the health concerns of campus bystanders as well as
students. The informant and focus group interviews have provided insight into the major health
issues faced by the University of Delaware student population. In these interviews, information
about perceived beneficial and negative student health behaviors, as well as campus treatment
options, was obtained. Furthermore, this information provides insight into characteristics of
successful and unsuccessful health programs currently on campus.
Research has shown excessive alcohol consumption as one of the leading causes of
preventable death in the United States. Furthermore, binge drinking accounts for a large number
of these deaths, especially among younger populations between the ages of 18-24 (Delaware
Health and Social Services, Division of Public Health, 2002). Therefore, the concern of the
informants and focus group participants is consistent with the prevalence indicated by the
research. There are many long term implications of such heavy alcohol consumption that can pose
difficulties later in life. In addition, binge drinking is a high-risk behavior that can increase the
student population’s chances of dealing with other health conditions. The positive correlationship
between the research and the interview results indicate that binge drinking is one of the larger
health issues students face on campus.
The interview responses related to stress-related issues as well as sexually transmitted
infections are also consistent with research. Students are known to experience continual stress due
to the high expectations of obtaining a college education. Participants of the focus group referred
to stress and anxiety interchangeably, while noting an overall increase in stress and anxiety levels

since attending college. In addition, the interview results indicated that a large number of students
have unprotected sex. Research supports the high prevalence of STIs among college students
which could be attributed to lack of safe sex education or the influence of alcohol (Collins, 2012).
Overall, the research and the interviews are consistent that binge drinking, stress-related issues
and STIs are the leading health issues faced by students at the University of Delaware.
v. Conclusion
Findings from the focus group and the key informant interviews reflect the need for a
successful intervention to be implemented. This intervention must tackle one of the many health
issues found to be prevalent young adults. The intervention program targets will be directed at
one of the following health issues: binge drinking, stress and anxiety-related issues, and sexually
transmitted infections. Characteristics of the future intervention program will involve the
inclusion of a large student population and ensure elements of student confidentiality.
d) Literature Review
i. Introduction
Consistent with the results obtained from key informant interviews and a focus group of
undergraduate students attending the University of Delaware, research demonstrates that there are
numerous health conditions experienced by young adults ages 18 to 25. This age group is
comprised of many students attending college. These students face a wide variety of unique health
issues. In particular, three issues have been found to be considerably prevalent - sexually
transmitted infections, binge drinking, and stress.
ii. Health Condition 1: Sexually Transmitted Infections
The spread of sexually transmitted infections, also known as STIs, has become a leading
health concern among students in college campuses. STIs are caused by over thirty different types

of bacteria, viruses and parasites and have an overwhelming influence on sexual and reproductive
health (World Health Organization, 2013). Oftentimes, STIs and sexually transmitted diseases
(STDs) are terms that are used interchangeably. However, they are not the same. STIs are the
cause of STDs, but an STI does not always directly result in an STD. The term “disease” in STDs
implies that an individual has distinct and recognizable symptoms, whereas these symptoms are
not usually present in STIs (World Health Organization, 2013). STIs, the broader and more
encompassing of the two, have a profound impact on sexual and reproductive health, ranking
among the top five disease categories for which adults seek health care (World Health
Organization, 2013).
Despite substantial prevention efforts, over one million people acquire an STI every day,
and each year, approximately 500 million people develop one of four STIs - Chlamydia,
Gonorrhea, Syphilis or Trichomoniasis (World Health Organization, 2013). STIs are often spread
during vaginal, anal, or oral sex, being that contact with infected body fluids (blood, vaginal
fluids, and semen) pose a risk (Center for Young Women's Health, 2015). STIs can also be
spread through contact with infected skin or mucous membranes, such as sores in the mouth, as
well as being passed from a mother to a newborn during birth (Center for Young Women's
Health, 2015). The student population is at great at risk for STIs, mainly due to the fact that many
don’t practice safe sex on a regular basis. The National College Health Assessment Survey found
that only 54 percent of college students consistently use condoms during intercourse, and only 4
percent of them use condoms during oral sex (Webster Journal Online, 2015). This low
percentage of college-age students practicing safe sex could be largely accounted for by tactless
decisions being made while under the influence of alcohol and by a lack of education on safe sex
practices (Collins, 2012). Additionally, students may be unaware of the prevalence of STIs and in

denial that they are at risk. The most reliable way to prevent any risk of STIs is to practice
abstinence (Collins, 2012). For those who choose to be sexually active, however, the best
prevention method to reduce this risk is to use condoms, get tested regularly, and to gain an
increased awareness of one’s partner's’ sexual history (Melbourne Sexual Health Centre, n.d.).
Even with these methods, it is not completely guaranteed that an individual will be protected
against contracting an STI.
ii. Health Condition 2: Binge Drinking
Recognition is growing that binge drinking on college campuses is more prevalent than
ever, and the need to create efforts to combat the issue is increasing. The Substance Abuse and
Mental Health Services Administration (SAMHSA), which conducts the annual National Survey
on Drug Use and Health (NSDUH), defines binge drinking as drinking five or more alcoholic
beverages on the same occasion on at least one day in the past 30 days (National Institute on
Alcohol Abuse and Alcoholism, n.d.). NIAAA on the other hand defines binge drinking as a
pattern of drinking that brings blood alcohol concentration (BAC) levels to 0.08 g/dL or greater
(National Institute on Alcohol Abuse and Alcoholism, n.d.). This typically is after four drinks for
women and five drinks for men in a period of two hours (National Institute on Alcohol Abuse and
Alcoholism, 2015). Both definitions reflect that binge drinking involves the consumption of an
excessive amount of alcohol in a short period of time.
Some negative consequences of binge drinking and associated conditions include alcohol
poisoning, unintentional injuries, suicide, hypertension, pancreatitis, sexually transmitted
diseases, and meningitis (Courtney, 2009). Alcohol consumption is considered the leading cause
of preventable deaths worldwide and is responsible for nearly 1 out of 10 deaths in this age group
(Stahre, 2014). Each year, approximately 1,825 college students die from alcohol-related causes,

599,000 students are unintentionally injured under the influence, and an estimated 696,000
students are assaulted by another student who has been drinking (National Institute on Alcohol
Abuse and Alcoholism, 2015).
Peer relationships can be a significant risk factor for increased alcohol consumption, as
collegiate living arrangements—especially fraternity and sorority houses — are significantly
associated with binge drinking (Courtney, 2009). Numerous other factors have an influence on the
increased consumption of alcohol in this age group, especially those involving family-related
issues. Lack of parental support and communication has been notably related to frequency of
drinking, whereas children who reported being closer to their parents were less likely to start
drinking heavily at an early age (National Institute on Alcohol Abuse and Alcoholism, 2015).
Furthermore, twin studies have demonstrated that genetic factors influence one's vulnerability to
alcoholism, and regular alcohol use has been associated with psychiatric disorders such as ADHD
and conduct disorder (National Institute on Alcohol Abuse and Alcoholism, 2015).
Binge drinking trends have caused a demand for prevention efforts across college
campuses nationwide. Combined with individual-oriented strategies, interventions that focus on
the student body as a whole and the broader college community are a key component of a
comprehensive prevention plan (National Institute on Alcohol Abuse and Alcoholism, 2015). This
includes enforcing zero-tolerance laws for underage consumption, implementing alcohol-free
activities on campus, and providing alcohol education (National Institute on Alcohol Abuse and
Alcoholism, 2015). A comprehensive and well thought out program can address the
predominance and dangers of binge drinking to this age group.
ii. Health Condition 3: Stress-related issues

College students are often subjected to an environment in which they face difficult life-
long decisions, financial challenges, and the development of new interpersonal relationships. A
common issue among college students is stress, which occurs when an individual has difficulty
coping with daily pressure and burdens. Stress can be defined as the internal state caused by
demands that disrupt one’s normal life and daily routines (Centers for Disease Control and
Prevention, 2015). Such demands can be caused by relationships, work, money, or even traumatic
events (Centers for Disease Control and Prevention, 2015). There are two types of stress – chronic
and acute – that have different overall effects on an individual (Simon, 2013). Acute stress is a
reaction that immediately occurs in response to a situation that is perceived to be a danger or
threat (Simon, 2013). Conversely, chronic stress is an accumulation of long-term situations
caused by stressors such as loneliness, ongoing financial issues, reoccurring relationship worries,
and pressure from daily demands (Simon, 2013).
Anxiety disorders are one of the most common health problems found on college
campuses across the country as well. A 2008 survey of college students found that the majority of
students (80%) say they experience stress on a normal to frequent basis (Pauer, 2008). While
stress is a normal component of daily life for many students, normal stress is not healthy.
Alarming numbers of students face severe problems resulting from stress, a serious problem that
requires attention.
Further research indicates that 34 percent of students have felt depressed at least once in
the past three months, 13 percent have been given the diagnosis of a mental health condition such
as anxiety or depression, and 9 percent have seriously considered suicide within the past year
(Pauer, 2008). These statistics highlight the seriousness of the impact of stress, which can lead to
various issues that students experience in the highly stressful college environment. Juggling

schoolwork on top of other responsibilities can be both challenging and stressful. Difficult
classes, busy schedules, tough exams, and constant assignments can result in long, hard hours to
be spent stressing about school work. Moreover, students potentially face challenges while
dealing with relationships and overwhelming situations resulting from peer pressure. This, in
addition to living with a roommate and balancing schoolwork with friendships, can lead to social
stress in these young adults.
Stressors often trigger students to form unhealthy habits – late nights caused by social
activity and constant studying, early class start times leading to little sleep, and a lack of time to
work out and to focus on health issues. Students often become chronically tired as a result,
causing additional stress when their performance and attendance in class becomes poor. Financial
struggles are also common, while students may be trying to balance a low-paying job with their
already-existing responsibilities (Simon, 2013). Between college tuition, housing costs, and daily
living expenses, students face an enormous financial burden. It is important for this to be
prevented by giving students opportunities to learn how to budget, to manage time responsibly,
and to handle the daily stressors they may encounter (New York University, n.d.).
v. Conclusion
Research demonstrates that both tutorial and social support are crucial in addressing the
leading impediments to student success (New York University, n.d.). Although all health
conditions cannot be entirely eliminated from the daily lives of students, efforts can be made to
prevent the negative consequences they may cause. Universities can increase opportunities for
financial, academic, and social assistance by providing students with means of support. Such
interventions are necessary in order to prevent the negative effects of sexually transmitted

infections, binge drinking, and stress. This would help to optimize the overall health and wellness
of college students.
e) Conclusion
The college experience, although exciting and empowering, can often be a challenging
time for the student population. Research shows that college students face a wide variety of health
issues. This includes contracting STIs as a result of unsafe sex practices, forming unhealthy habits
such as binge drinking, and experiencing anxiety in a highly stressful environment. These issues
are serious and have been shown to negatively impact students’ academic experiences, as well as
their overall quality of life.
Needs Assessment and Survey Development
a. Overview
Online surveys are a simple and effective way to gather information from numerous
participants. Our study includes an online survey that was created using Qualtrics to assess
anxiety in undergraduate students at the University of Delaware. This survey evaluates
demographic differences, anxiety and lack of sleep in our population of study. Additionally,
questions were asked regarding the predisposing, reinforcing, and enabling factors of anxiety-
related issues. The survey was anonymous and completed by a total of 117 eligible participants.
Data was then collected from the survey and entered into an SPSS file. The data was analyzed
using descriptive analyses to create useful information and describe and summarize the survey
responses. Potential associations were evaluated between demographic and risk factors with

anxiety. Findings were then compared to what was found in our social and epidemiological
assessment.
b) Constructs to be Measured
After identifying anxiety as the target condition of the study, the precede-proceed model
was used as a guide to choose several constructs to be measured. The majority of the questions
asked in the survey used a Likert scale to gather responses.Constructs were measured in the
survey and include predisposing, reinforcing and enabling factors. These factors, in addition to
the target condition and target cause, are described in the itemized list below:
A. Target Health Issue:
a. Anxiety: The Perceived Stress Scale (Cohen, n.d.) was used to assess anxiety-
related issues in participants. Several questions were asked on a scale of how
often the participant felt several feelings and thoughts related to anxiety.
Questions throughout the survey allow participants to select how often they have
had such feelings and thoughts in the past month. This is measured on a scale
from 1 through 5, 1 meaning the participant never feels the anxiety-related factor,
and 5 meaning they do very often. Feelings and thoughts related to anxiety were
measured using the Perceived Stress Scale (Cohen, n.d.). They are used to
evaluate the participants in the following areas:
- How often have they felt they are unable to control the important
things in life?
- How often have they felt nervous and stressed?
- How often could they not cope with all the things they had to do?

- How often have they have been angered by things outside their
control?
- How often have they have felt difficulties were piling up so high that
they could not overcome them?
Additionally, aspects found in individuals with Generalized Anxiety Disorder
were used to determine general anxiety levels of this population. These aspects
were measured using the GAD-7 Scale.
B. Target Cause of Health Issue:
a. Lack of Sleep: Unhealthy sleeping habits will be evaluated using the Sleep
Disorder Screening Questionnaire (Emory Healthcare) to assess sleep duration as
well as sleep habits. This questionnaire measures time spent sleeping on
weekdays and weekends to find approximate sleep times for this age group.
Participants will be asked about perceived sleeping problems and restlessness.
These sleep habits are a strong indicator of potential anxiety-related problems.
C. Predisposing Factors:
a. Negative Attitude Towards Sleep Habits: The Sleep Disorder Screening
Questionnaire contains several questions that will determine whether or not
participants are anticipating that they will have weekly problems sleeping (Emory
Healthcare).
b. Low Belief That Time Management is Important: The Time Management
Survey will assess individuals on poor study habits (Illinois State College). Such
habits include procrastination and poor time management, and their relationship
to decreased sleep times. Questions inquire on the following:

- Do they procrastinate due to beliefs that they may work better as a
result of being under pressure?
- Do they make plans and set aside time for projects but not use that
time as planned as a result of other things getting in the way?
c. Lack of Goal-Setting Skills: Participants will be asked several questions on
their future and on goal-setting strategies, being that setting goals may allow
individuals to form a schedule that includes an increased amount of sleep. This
was analyzed using the Time Management Survey (Illinois State College), which
includes questions using a Likert scale.
D. Reinforcing Factors:
a. Influence of Roommates: The Craig Handicap Assessment Reporting
Technique will survey participants on their current number of roommates
(Whitneck). This demographic can potentially have a strong influence on sleep
times. Having many roommates is a factor that may lead to later bedtimes,
especially if roommates are noisy or want to be social at late hours.
b. Pressure to Obtain High Grades: Participants will be asked questions from a
Cognitive Test Anxiety Scale (Cassady, 2002). These questions will evaluate the
anxiety-related influence schoolwork has on the participants, in addition to how it
affects their sleep patterns, by asking the following:
- Do they feel as though they are under a lot of pressure to receive
good grades in classes?
- Do they lose sleep worrying over examinations?

c. Peer Pressure: The National College Health Assessment will determine the
role peer pressure has on these individuals (American College Health
Association). This is done by by observing the prevalence of recreational drug
use, including multiple drugs such as alcohol, tobacco, and marijuana. Drugs can
dramatically influence sleep patterns. Additionally, peer pressure can lead to late
nights out with friends, which can lead to unhealthy sleep patterns, especially if
the individual has a schedule that causes him or her to wake up early the
following morning.
E. Enabling Factors:
a. Decreased Access to Counseling Services: The National College Health
Assessment will assess undergraduate college students on current services offered
through their university’s Counseling or Health Services (American College
Health Association). Such services include psychological and mental services,
which could be used as a tool for students to discuss issues and habits that may be
preventing them from getting a healthy amount of sleep. The assessment also
seeks to answer whether or not this population would consider help from
professionals while dealing with personal problems.
F. Demographics:
The demographics of the survey are intended to assess the class year, the age, and
the distance from the University of Delaware campus. In addition, questions on the
average number of hours slept on both weekdays and weekends were included.
These demographics are necessary to understand basic characteristics of the UDEL
population participating in the survey

c) Conclusion
By administering this survey, we will be able to gather information from over 100
eligible students. These participants will answer questions that give us insight on current levels
of anxiety, stress, and lack of sleep, in addition to their demographics and other factors. The data
generated from the survey can then be analyzed and used for the creation and implementation of
a health program.
Survey Analysis and Report Generation
b) Methods
i. Study Design and Procedures
The target health condition that this study focuses on is anxiety. An anonymous survey
was designed to assess the effects of poor sleep habits on anxiety-related issues in college
students. These factors were explored using a cross-sectional survey. All surveys were
conducted online and completed in an average of four minutes. This scale assesses stress and
coping levels felt by participants during the past month. It is measured on a scale from 1
through 5, 1 meaning the participant never feels the anxiety-related factor, and 5 meaning they
do very often.
The survey was carefully constructed and worded to reduce potential bias. Although
surveying the entire target population would have been ideal, convenience sampling was used
to obtain data in the given time constraints from subjects who were readily available. An
informal pilot study was conducted prior to administering the survey that provided preliminary
information regarding the mechanisms used to collect data. There are thirteen total questions,
some of which consist of multiple components. Questions are multiple choice to allow for
statistical analysis, and information was gathered data on multiple key points – participant

demographics, sleep patterns, stress and anxiety levels, and other anxiety-related issues. As a
baseline, the demographic section of the survey collected information on age, class year,
distance from hometown, and number of roommates. Individuals who willingly participated
were given a direct link to access the survey via Qualtrics.
ii. Study Participants
Eligible participants of this study include undergraduate students enrolled at the
University of Delaware. To recruit potential participants, an e-mail was sent out to eligible
peers and classmates requesting their participation. This e-mail contained a brief description of
the study and a link to the direct survey website. Additionally, presidents of several university-
recognized clubs and organizations were asked to send this e-mail to members, ensuring a more
generalizable representation of the university as a whole. Personal messages were sent out as
well, and posts were made in various groups via social media websites. Participation of the
survey was voluntary, being that no incentive or monetary compensation was offered for
completion.
Of the 143 individuals who agreed to participate in the study, 26 were excluded due to
lack of completion of their survey. There was a completion rate of 82% and a total of 117
responses included in the study results. Participants were only allowed to take the survey once.
It was launched and distributed on October 15th
, 2015 to eligible individuals. These
undergraduate students had through October 19th
to complete all survey questions.
iii. Study Measures
Study measures parallel the main constructs of the survey. These constructs are explained
in detail and can be referred to in the “Constructs to be Measured” section of the Needs

Assessment. The relationship between these constructs to the survey questions is discussed in
briefly in this section in some examples.
A. Target Health Issue:
Anxiety: Question 7 touches upon a majority of such questions and allows
participants to select how often they had such feelings and thoughts in the past
month. Participants select never, not usually, sometimes, and fairly often.
Examples of such questions found in Question 7 include:
i. In the last month, how often have you felt that you were unable to
control things in your life? (Question 7a)
ii. In the last month, how often have you felt nervous and “stressed”
(Question 7b)
iii. In the last month how often have you found that you could not cope
with all the things you had to do? (Question 7c)
iv. In the last month how often have you felt difficulties piling up so high
that you could not overcome them? (Question 7f)
B. Target Cause of Health Issue:
Lack of Sleep: The following questions from the survey assess participants’
sleeping habits
i. On average, how many hours of sleep do you get of on the weekdays?
(Question 5)

ii. On average, how many hours of sleep do you get on the weekends?
(Question 6)
iii. Thoughts race through my mind and prevent me from sleeping.
(Question 8a)
iv. I anticipate a problem with sleep several times a week. (Question 8b)
C. Predisposing, Reinforcing and Enabling Factors:
Predisposing factors being addressed in this survey include a negative attitude
towards sleep habits, a low belief that time management is important, and a lack
of goal-setting skills. Reinforcing factors include influence of roommates,
pressure to obtain high grades, and peer pressure. Lastly, enabling factors
includes decreased access to counseling services. Demographics are addressed as
well. Each of these factors is an important study measure that impacts the sleep
habits of the participants. This in turn affects their overall anxiety levels. Many
questions are asked in the survey that address each of these factors. Some
examples of such questions include:
i. Influence of roommates: How many roommates do you currently live
with? (Question 4)
ii. Pressure to obtain high grades: I feel as though I am under a lot of
pressure to receive good grades. (Question 8e)
iii. Decreased access to counseling services: Have you ever received
psychological or mental health services from your current
college/university Counseling or Health Service? (Question 9)

iv. Lack of goal-setting skills: I have difficulty thinking about the future
and setting long range goals. (Question 12a)
iv. Statistical Analysis
Surveys were facilitated by Qualtrics, a web-based software program that allows for
survey creation and distribution. Data analysis was then conducted using SPSS statistical
software (Version 22.0.0.0, SPSS Inc, Chicago, IL, USA). Descriptive analyses were completed
on demographic data, health condition, and risk factors. This includes predisposing, reinforcing,
and enabling factors. Descriptive statistic tests completed for these factors include frequency,
mean and standard deviation.
c) Results
i. Participate Characteristics.
The sample was comprised of 117 undergraduate students (Table 1). In terms of age,
71.4% were 20-21 years old, 18.6% were 18-19 years old, 5.7% were 22-23 years old, 2.9% were
older than 24 years of age, and 1.4% were younger than 18 years old. In terms of college year,
5.7% were freshman, 17.1% were sophomores, 27.9% were juniors, 45% were seniors, and 4.3%
were other. Regarding approximate distance from the University of Delaware, 60% were 1-3
hours, 12.1% were less than 30 minutes, 10% were 6 or more hours, 9.3% were 30 minutes to 1
hour, and 8.6% were 4-5 hours.
ii. Descriptive Characteristics of Lack of Sleep in Relation to Anxiety
Regarding sleep duration, 55.7% of the participants claim to get 6-8 hours of sleep on the
weekends, 28.6% get 9-11 hours, 12.1% get 3-5 hours, 2.9% get over 12 hours, and 1.4% get 0-2
hours. On the weekdays, 80% claim to get 6-8 hours of sleep, 14.3% get 3-5 hours of sleep,

2.9% get 9-11 hours of sleep, 1.4% receive 12 or more hours, and 1.4% get 0-2 hours. The
average numbers of days that the sample reported they went to bed because they could not stay
awake any longer was 3.09 (SD=1.913).
On a likert scale of 1 (never) to 5 (very often), the mean the sample reported they found
their sleep to be restless was 2.7 (SD=1.171). On the same likert scale of 1 (never) to 5 (very
often), the sample reported an average of 3.27 (SD= 1.175) when asked how strongly they agreed
that they make plans and set aside time for projects but don’t usually use that time as planned.
They reported a mean of 2.39 (SD=1.175) when asked if they agree that they have difficulty
thinking about the future and setting long range goals.
On a likert scale, the mean response to how often participants found they wake up in the
middle of the night or early in the morning was a 3.05 (SD=1.156). The mean response to whether
they feel as though they’re under a lot of pressure to receive good grades was 3.93 (SD=1.156).
98 (83.5%) of the sample participants say answered yes when asked if they have ever
received psychological or mental health services from my their current college/university
counseling or health services.
On scales of 1-5, 1 being never and 5 being very often, the mean response to how often
the sample felt they were unable to control things in their life was 2.9 (SD=0.638).
The mean response to how often they felt they could not cope with all of the things they
had to do was 2.67 (SD=1.010). The mean response to how often they have felt angered because
of things that were outside of their control was 2.81 (SD= 1.002).
d) Discussion and Conclusion

The purpose of this survey was to identify an association between lack of sleep and
anxiety amongst college students at the University of Delaware . The survey was completed by a
total of 117 students, with the majority ranging from 18 to 21 years old.
As stated in our epidemiological assessment, anxiety disorders are one of the most
common health problems found on college campus across the country. Students were asked
several questions related to anxiety using a scale of 1 to 5, with 1 representing “never” and 5
representing “very often”. When asked how often students felt that they were unable to control
the things in their life, many students responded with lower scores such as 1 or 2. In addition, a
large portion of students indicated that they were unable to cope with everything they had to do,
subsequently resulting in students feeling angered that things were out of their control.
This data extends earlier findings on the association between lack of control and anxiety
disorder. Information found in a previous study indicates that both women and men with low
control of work had an increased risk of developing depression and anxiety (Griffin, JM.,
Fuhrer, R., Stansfield, SA., Marmont, M., 2005). Anxiety disorder can lead to many different
consequences including a decreased quality of life and an increased mortality rate resulting from
suicide (Pounds, R., 1992). Management of these disorders can greatly lessen the impact of such
severe consequences (Pounds, R., 1992).
Research shows that anxiety can be caused by a lack of sleep. Data from our survey
indicates that 15% of students get about an average of 3-5 hours a week. The recommendation of
hours of sleep for young adults is at least 7-8 hours .The surveyed population also indicated that
even on the weekends, about 12% of students are receiving only 3-5 hours of sleep.
Not only did our data indicate a substantial lack of sleep, but it also indicated a low
quality of sleep amongst many students. Students indicated that they either wake up in the

middle of the night or early in the morning. Low quality of sleep can be just as detrimental as
not getting enough hours of sleep. Fortunately, there is several ways to improve sleep through
educating individuals on techniques for improvement.
Students are finding it difficult to find time to set plans for working on out of class
projects. An overwhelming number of students indicated that they often feel as though they are
under a lot of pressure to receive good grades. While getting good grades is important, it is also
important that students are not burdened by an overwhelming amount of stress. As stated in our
epidemiological assessment, difficult classes, busy schedules, tough exams, and constant
assignments can result in long, hard hours to be spent stressing about schoolwork (“Beating the
College Blues,” 2011). Research from the assessment stated;
“ the majority of students (80%) say they experience stress on a normal to frequent basis
(Pauer, 2008). While stress is a normal component of daily life for many students,
normal stress is not healthy.”
College campuses need to address anxiety disorders and the factors associated with it.
Results from the data collected in the survey indicates that students are feeling overwhelmed by
the amount of work expected of them. This can be a cause of students feeling lack of control in
their lives. Additionally, this could be causing students not get a proper amount of sleep. These
factors can be addressed and prevented if students receive the proper support within their school
community. This is necessary in order for students to be able to achieve optimal academic
achievement, while building successful relationships along the way. At the University of
Delaware, there is a need for improvement and the implementation of a program to assure the
students feel secure in their environment and are receiving the help they may need.

Program Development and Evaluation
a. Introduction
The Sleep and Time Management Seminar is aimed to decrease anxiety-related feelings of
students at the University of Delaware by targeting unhealthy sleep habits of students. The
seminar is intended to increase the average hours of sleep students get, reduce anxiety, and to
improve time management skills. The seminar will be a required credit class for freshman
students in the University Studies program at the University of Delaware. Some key skillsets that
will be taught include time management and goal setting to help improve student sleep patterns.
Throughout the two semester course students will be given assessments to see if the seminar is
effective. Overall the seminar will provide useful tools to aid students in improving current sleep
patterns.
b. Critique of Previous Programs
Introduction:
This section begins the PROCEED portion of The Sleep and Time Management Seminar.
It includes the implementation of the program. This has been based off of an epidemiological
assessment, literature reviews, focus groups, interviews, surveys, and prior programs. It will
discuss the process evaluation, impact evaluation, and outcome evaluation.
Critique of Previous Programs:
The sleep programs below were evaluated to give insight on previous programs for
students. The strengths and weaknesses of each program were kept in mind when developing The
Sleep and Time Management Seminar.
1. A “Sleep 101” Program for College Students Improves Sleep Hygiene Knowledge and
Reduces Maladaptive Beliefs about Sleep

Poor sleep quality, shortened sleep duration, and emergent sleep disorders are common
among college students. Students complain of poor sleep quality while sometime relying on over
the counter and prescription medications to alter sleep-wake patterns. Adolescents and college
students with poor sleep quality are at a higher risk for depression, suicidal ideation, and physical
aggression. College students with chronic insomnia similarly report higher rates of depression,
fatigue, stress, anxiety, and lower quality of life. The improvement of maladaptive attitudes about
sleep has been proven to correlate with reductions in sleep disturbance. Therefore, the study Sleep
101 focused on targeting maladaptive beliefs and attitudes about sleep and education student’s
beliefs about the importance of healthy sleep practices. The primary focus of the was to reduce
maladaptive beliefs and attitudes about sleep and enhance knowledge about sleep hygiene. The
secondary focus was to measure the preliminary effects of the psychoeducational program on
reducing sleep onset latency.
The participants in the study were one hundreds and twenty undergraduates from a mid-
size university in northeastern United States. The ages ranged from 18-28 years old, with a mean
age of 21.11. The students completed the study during the third through sixth months of a typical
11-week academic quarter. Participants completed a demographic questionnaire. They students
also completed several questionnaires including, a dysfunctional beliefs about sleep
questionnaire, a questionnaire about sleep quality (PSQI), a sleep hygiene awareness
questionnaire, and a insomnia severity questionnaire. Participants were asked to complete a daily
sleep log for the duration of the study. Participants were given explicit instructions regarding their
standardized sleep log.
Students were randomly assigned to one of two groups, SE (sleep education) and SM
(sleep monitoring). At the the end of the two week baseline period students in the SE returned for

two, 90 minutes Sleep 101 workshops, which were on average one week apart. In contrast,
participants in the SM condition continued to monitor their sleep onset latency, concurrent with
the SE condition during the two-week period. Both groups completed follow-ups at the end of the
two weeks. All student were enrolled in the study for four consecutive weeks.
During the Sleep 101 first 90-minute workshop, SE student were given a presentation
modeling the National Sleep foundation. During the second 90-minute workshop, student were
giving cognitive and behavioral strategies. The cognitive focus of the workshop was designed to
help participants understand the role of thoughts influencing sleep, identify common cognitive
errors, form alternative cognitions for maladaptive thoughts, and practice relapse prevention. The
components of the sleep 101 program parallel those used by other sleep education programs that
have been found to be helpful with adults in general. The workshops were conducted by doctoral
level students who have been trained and supervised in cognitive and behavioral therapy for
insomnia, including sleep hygiene, stimulus control, sleep restriction, and cognitive therapy.
Sleep 101 program indicated greater sleep hygiene knowledge, endorsed few maladaptive
beliefs and attitudes about sleep, and reduces SOL (sleep onset latency) following the workshops,
relative to the control groups. These results suggest that even with a brief intervention program,
indicate early changes subjectively reported sleep parameters. Longer follow-ups would enable
better validations for findings and would assess whether Sleep 101 is associated with sleep quality
and duration.
Some limitations to the program include the constraints of the quarter system at the
University. Obtaining any follow up data beyond the 10 week period of study proved to be
difficult in following these participants retention and practice in their sleep hygiene, knowledge,
adaptive thinking, and potential changes to sleep disturbances. All of the sleep measures relied on

self report, which are subject to bias. Future studies should include well established psychometric
properties. An optimal control group should also meet for comparable session times to ensure that
both groups were being treated as equal as possible. Interventions should also be tailored to help
identify individual sleep challenges.
Each group will be taking the same course. Interventions have been proven to show
positive sleep results, so freshmen will be required to take sleep education courses that will mirror
what is done during an intervention. The seminar will be done in the fall and spring semesters and
not midway through courses. This will allow the students more time and hopefully have a better
impact.
2. Use of a Supplementary Internet Based Education Program Improves Sleep Literacy in
College Psychology Students
In the past 10 years use of the internet among all segments of the population have been
increasing. Educational effectiveness of online instruction has began to be documented. The
purpose of this study was to assess the impact of a structured supplemental online module on
improving sleep literacy. Specifically the program provide access to a sleep education module to
students in a an introductory psychology course.
For the study in the fall of 2010, 889 students from 2 sections (one was an online course)
were eligible to receive online supplementary instruction on sleep; 878 students from 2 sections
(one was an evening section) were eligible to access a sleep informational website, but receive no
structured supplemental instruction. Over 7 days (spanning the fourth through fifth weeks of the
course) all students received lectures on consciousness and sleep. The sleep lectures constituted
one third of the time. In the course, repetitive quizzing was used a learning tool. In addition to the
textbook, students were required to complete 3 timed online mastery quizzes weekly. In order to

obtain a baseline assessment all students were provided access to a 28 item pretest quiz for extra
credit early in the semester. Later in the semester students were able to take another extra credit
sleep module. In 2 of the 4 sections of the course, the extra credit sleep module was based on our
supplemental structural website. The other two sections were given only a link to general sleep
information, without any structured presentation of the information. Students were then given a
posttest at the end of the semester. Students were also surveyed if they made any changes in their
sleep habits as a result of participation. The module given to the students proved information on
external factors that influence sleep, sleep and cognitions, biological rhythms, and sleep disorders.
The study proved that the structured internet based instructional module resulted in longer
lasting improvement in sleep-related knowledge. At the end of the semester supplemental
instruction had a greater impact in changing personal sleep behavior than standard instruction. A
large portion of students made changes in their personal sleep behavior, particularly consistency
of wake up time.
There were several limitations to the program. One was that the sleep module was offered
only as extra credit for the course, only a small proportion of the students completed quizzes at all
four assessment points. It could be possible the the subset of students are not representative of the
entire class. There was also differences in sleep related knowledge at the baseline pretest
assessment point. This may not support the finding because the difference in effect between the
two groups was large and may not represent the findings. Another limitation was where privacy
restrictions, the program was not able to perform a further analysis based off of demographic
factors.
Overall the study demonstrated that the use of a supplemental online course devoted to
sleep-related topics can improve knowledge concerning sleep and sleep health in an introductory

psychology course for students. It is likely to increase the likelihood of student improving their
personal sleep behavior.
Key findings to be implemented into a new program include educational supplements that
are available online for students. It is important to make the online material mandatory versus an
opportunity for extra credit. The program will keep specific data and will continue follow up to
assure the success of the program.
c. Program Goals and Objectives and Evaluation
i. Program Goal
1. The goal of Sleep and Time Management Seminar is to reduce anxiety-related feelings of
students at the University of Delaware by targeting unhealthy sleep habits of students.
This will be done through education on factors such as the importance of sleep, ways to
recognize and prevent barriers from social pressures, how to decrease the negative impact
of pressure to receive high grades, and ways to improve time management and goal setting
skills.
ii. Process Objectives
1. Five months before the program sessions begin, a legal contract with the University of
Delaware will be finalized for the freshman curriculum requirement of the program and
for the schedule of the seminar.
2. Two weeks after University approval has been made, a Program manager will be hired.
3. During the first month that the program receives approval, the classrooms for the seminar
will be secured and interviews for potential STMS educators will begin. By the end of this
month, 30 STMS educators are expected to be hired.

4. One month after all STMS educators are hired, the manager and STMS educator retreat
will be completed. Training for educators will begin at the retreat and be completed three
weeks later.
5. By the second month of the approval of the intervention, invitations to guest speakers will
be extended, and ten guest speakers will be secured for the seminar one month before
sessions begin.
iii. Impact Objectives
1. By the end of the first three weeks of the seminar 100% of participants will have viewed a
PowerPoint presentation on social support influences and will have written a 1 page
reaction on how the presentation taught how to fight negative influences from roommates
and peer pressure, in addition to how to resist pressure to obtain high grades.
2. By the end of the first three weeks of the seminar 100% of participants will have listed
their current attitudes and knowledge regarding sleep habits in personal productivity
agenda.
3. By the midpoint of the semester (seven weeks) 70% of participants will report that they
know of at least one center on campus they can go to for sleep counseling services, and at
least two places within walking distance where resources can be purchased to enhance
sleep quality.
4. By the midpoint of the semester (seven weeks) 60% of participants will have used their
productivity agenda for at least three weeks as a schedule/task planner for all seven days
of the week, including the task of sleeping 7-8 hours for each of these days.

5. By the midpoint of the semester (seven weeks) 60% of participants will have completed 3
worksheets on using time management and the creation of SMART goals to work toward
their top 3 priorities of college.
iv. Outcome Objectives
1. At the three month follow up 50% of participants will report they have slept an average of
7-8 hours every night of the week.
2. At the three month follow up 40% of participants will report they have decreased feelings
of stress or anxiety since the first week of the seminar.
3. At the three month follow up 40% of participants will report they have increased time
management skills since the first week of the seminar. .
v. Evaluation Table
Process Objective Measure/Tool Data Needed Methods
1. Five months
before the program
sessions begin, a
legal contract with
the University of
Contract
Curriculum
Requirements
Signature
Course description
Legal contract will
be drafted to agree
upon duration of job
as well as
description of skill

Delaware will be
finalized for the
freshman
curriculum
requirement of the
program and for the
schedule of the
seminar.
needed. University
studies advisors and
program director
will create
assignments and
lectures for seminars
to create syllabus.
2. Two weeks after
University approval
has been made, a
Program manager
will be hired.
Contract Signature Legal contract will
be drafted to agree
upon duration of job
as well as
description of skill
needed.
3. During the first
month that the
program receives
approval, the
classrooms for the
seminar will be
secured and
interviews for
Room reservation
Job description
posted throughout
university to reach
students
Confirmation
receipt from
registrar office
Resumes received
Program director
will contact registrar
office to reserve
room in university
building.
Resumes received
will be reviewed,
program director

potential STMS
educators will
begin. By the end of
this month, 30
STMS educators are
expected to be
hired.
will contact best
applicants for
interviews and hired
appropriately.
4. One month after
all STMS educators
are hired, the
manager and STMS
educator retreat will
be completed.
Training for
educators will begin
at the retreat and be
completed three
weeks later.
Room Reserved
Training
Confirmation
receipt of room
reservation
Training manual
and tutorials
Program director
will reserve room to
acquaint staff and to
provide information
about overall
seminar goals.
Training will
include training
manual which will
provide course
syllabus and content
goals for lectures.
5. By the second
month of the
approval of the
Contracts Signature Contract will be
created to confirm
agreed upon date

intervention,
invitations to guest
speakers will be
extended, and ten
guest speakers will
be secured for the
seminar one month
before sessions
begin.
and talk topic with
each guest speaker.
Impact Objective Measure/Tool Data Needed Methods
1. By the end of the first
three weeks of the seminar
100% of participants will
have viewed a PowerPoint
presentation on social
support influences and will
have written a 1 page
reaction on how the
presentation taught how to
fight negative influences
from roommates and peer
PowerPoint
Presentation of
social support
influences
Completed sign
in sheet for
students
attendance
A sign in sheet
will be provided to
each STMS
educator who will
manually check off
which students
respond during roll
call.

pressure, in addition to how
to resist pressure to obtain
high grades.
2. By the end of the first
three weeks of the seminar
have listed their current
attitudes and knowledge
regarding sleep habits in
personal productivity
agenda.
Personal
Productivity
Agenda
Gradebook will
keep tally of
students who
completed 5
priorities
Educators will
collect written lists
from each student
and mark in
gradebook which
students turned in
assignment.
3. By the midpoint of the
semester (seven weeks)
report that they know of at
least one center on campus
they can go to for sleep
counseling services, and at
least two places within
walking distance where
resources can be purchased
to enhance sleep quality.
Pop Quiz Tally of students
able to list 3
centers
A pop quiz will be
given asking
students to list a
center on campus
and two places
where they can
purchase resources
to enhance sleep
quality.
(acceptable
answers are based

on content of PPT)
have used their productivity
agenda for at least three
weeks as a schedule/task
planner for all seven days of
the week, including the task
of sleeping 7-8 hours for
each of these days.
Personal
Productivity
Agenda
Gradebook will
keep tally of
students who
used agenda for
scheduling
Educators will
collect agendas
from students and
mark in gradebook
which students
turned in agendas
and matched
criteria of task.
have completed 3
worksheets on using time
management and the
creation of SMART goals to
work toward their top 3
priorities of college.
Personal
Productivity
Agenda
Gradebook will
keep tally of
students who
turned in
worksheets
Educators will
collect worksheets
and assess content
and mark in
gradebook which
students completed
the assignment.

Outcome Objective Measure/Tool Data Needed Methods
1. At the three
month follow-up,
50% of participants
will report they have
slept an average of 6
hours every night of
the previous week.
Survey Average hours slept
during weekdays
and weeknights.
Survey will be
administered via
electronic format to
all students who
completed the
seminar. Statistical
tests of mean,
standard deviation,
median and mode
will be run to assess
hours slept.
2. At the three
month follow-up,
40% of participants
decreased feelings
of stress or anxiety.
Survey Responses to Likert
scale questions
Survey will be
administered via
all students who
completed the
tests of mean,
standard deviation,
median and mode

feelings of anxiety
or stress.
3. At the three
month follow-up,
40% of participants
increased time
management skills.
Survey Responses to Likert
scale questions
Survey will be
administered via
all students who
completed the
tests of mean,
standard deviation,
median and mode
confidence and
usefulness of time
management skills.
d) Program Description
i. Introduction
Sleep and Time Management Seminar (STMS) is a program that will address the health
issue of anxiety through sleep education for freshman students. The program will take place in a
standard classroom of no more than 35 students at the University of Delaware. Program

participants will complete a 14-week course that meets once weekly for 50 minutes. The course
will be 1 credit, and grading will be on a pass or fail basis. It will be a core requirement in the
freshman curriculum and will be offered during both the fall and spring semesters.
All participants will receive formal in-classroom education and will be involved in
interactive group discussions. Resources will be provided to help combat common impediments
to sleep. This course teaches not only about the importance of getting a healthy amount of sleep
each night, but also how to improve time-management skills throughout the day for a better
night’s sleep. Following the completion of this course, students will be expected to have increased
knowledge on the importance of sleep quality and hygiene on overall health and quality of life.
They will learn strategies to combat sleep-related issues by managing time effectively to maintain
regular sleep and wake times, limiting alcohol, caffeine and nicotine use prior to bedtime, and
creating sleep environments conducive to sleep. This sleep education program will essentially
combat anxiety-related issues in students by reinforcing time-management skills and increasing
knowledge on sleep importance.
ii. Project Framework and Structure
Sleep and Time Management Seminar will be a total of 14 weeks. The fall semester
sessions will be beginning on August 30, 2016 and ending on December 9, 2016. The spring
semester sessions will be from February 6, 2017 through May 16, 2017. Beginning in March
2016, approval will be obtained by the University of Delaware to implement this program as a
core curriculum course. A program manager will be hired to secure classroom sites, to employ
and oversee the program educators and speakers, and to obtain all necessary resources.
Additionally, the manager will create a lesson plan and agenda for the course. Interviews for
STMS educators will be held in March 2016, and 30 individuals will be hired. These individuals

are required to attend a day-long retreat with the program manager to discuss program goals and
objectives. They will then attend a total of four training sessions in the months of November and
December. The program manager will have through July 2016 to invite guest speakers and obtain
and prepare all materials. The program will then be held during fall semester 2016 and spring
semester 2017. The program will be evaluated throughout, and evaluations will be used to
generate feedback for this course in future years.
Participants of the program will be all freshman students at the University of Delaware,
being that this will be a part of the freshman curriculum. Since there will be approximately 4,000
incoming freshmen, there will be a total of 60 course sections both semesters, each of which will
be meeting for 50 minutes during the 14 weeks of the program. All of the 30 STMS educators will
be responsible for teaching two course sections each week and will be responsible for
approximately freshman students. There will be speakers attending four sections during each 14-
week session.
Equipment needed for this program includes a projector-equipped classroom and an
HDMI cable. This will allow the STMS educators to hook up a laptop to project PowerPoint
lessons and display educational online resources. The STMS educators must also have access to a
printer so worksheets can be printed and distributed when necessary. Additionally, materials will
be handed out to all students to be used as sleep aids. Such materials include sleep masks and
earplugs.
Table 1: Program Timeline for “Sleep and Time Management Seminar”

iii. Program Activities

The health issue of concern is anxiety in undergraduate students at the University of
Delaware. This program looks to combat this issue by decreasing anxiety-related feelings and
thoughts through a 14-week program that aims to lessen the target cause of this issue, lack of
sleep. Unhealthy sleep habits are a serious issue since sleep is a crucial component of an
individual’s mental, physical, and emotional well-being.
Educational Components
· Negative Attitude Towards Sleep Habits: A lesson will educate students that
anticipating weekly sleep problems often can be a cause of poor sleep habits itself. In order
for an individual to improve their sleep habits, an individual must be confident that he or she
is able to do so. College students often assume they are unable to prevent poor sleep habits as
a result of their busy schedules, but this is often untrue.
· Lack of Knowledge About the Importance of Healthy Sleep Practices in Preventing
Anxiety-Related Issues: Students may be unaware that poor sleep habits are a serious
cause of anxiety. Through stating simple facts in PowerPoint presentation that relate
sleep to anxiety, students can gain the knowledge they need on the importance of
healthy sleep practices.
· Low Belief That Time Management is Important: Students are much more receptive
to using time management skills effectively if they understand its importance and
how they can apply it to their daily lives. Several lessons will focus on time
management.
o Students can break into groups and list their top five priorities in
college (ex. doing well in school, managing time effectively,
maintaining a social life, working, etc.). The remainder of the class

could be discussion-based on why time management should be a top
priority on their lists.
o Have students use a notebook as a “personal productivity agenda”
and label seven pages with each of the next seven days of the week.
Under each day, students can write down their schedule and the tasks
they need to complete on that day. They can then prioritize each task
based on importance.
· Lack of Goal-Setting Skills: In order for students to be successful with time
management, they should start by setting goals. Goal setting can be used as an
important tool of every college student’s life – finances, personal development,
relationships, schoolwork, and physical fitness are just some examples. Students
could learn what SMART goals are fill out a worksheet on setting SMART goals.
They could then discuss their goals as a class.
Social Support Components
· Influence of Roommates to Stay Up Late Hours: College students face many
obstacles when trying to get adequate sleep. Many students have one or more
roommates who may stay up late studying with a light on or entertain friends at late
hours. A group discussion can be used to discuss ways to reduce such distractions.
Additionally, students can brainstorm and write down appropriate ways to confront
roommates to discuss the issues that may be preventing them from getting a healthy
amount of sleep.

· Pressure to Obtain High Grades: Students often feel pressure to do well in school,
whether it is pressure from oneself or from parents and loved ones. A PowerPoint can
be presented on ways to manage stress and pressure that parents may be putting on.
· Peer Pressure from Friends and Classmates: It is not uncommon for college
students to feel peer pressure from their friends to engage in risky activities. This
includes alcohol consumption, recreational drug use, and pressure to maintain a social
life. Students can be given a worksheet with two columns – one column containing a
situation caused by peer pressure and another column that is blank for students to fill
in how they could say no. They can then form groups and discuss what they wrote in
this column.
Environmental Components
· Decreased Access to Counseling Services Around Campus: Many students are unaware of the
services offered by the university. A speaker can come in from the Center for Counseling and
Student Development to hand out a brochure and discuss programs offered.
· Limited Resources to Purchase Materials Used to Increase Sleep: It is common for students
to have limited money. Many do not have time to maintain a job with schoolwork and obligations,
along with having a loan to pay off. They may not think of the importance of materials that could
increase sleep such as light-blocking curtains, a sleep mask, earplugs, etc.
Table 2: Intervention Targets for “Sleep and Time Management Seminar”
Target Health Education Components Social Support Environmental

Behavior Components Components
Healthy Sleep
Practices
· Negative attitude
towards sleep habits
· Lack of
knowledge about the
importance of healthy
sleep practices to
prevent anxiety-
related issues
· Low belief that
time management is
important
· Lack of goal-
setting skills
· Influence of
roommates to stay
up late hours
· Pressure to
obtain high grades
· Peer pressure
from friends and
classmates
· Decreased
access to
counseling
services around
campus
· Limited
resources to
purchase
materials used to
increase sleep

iv. Marketing Plan
The aim of the marketing plan is to promote the content of the freshman year class of
University of Delaware. The marketing of the intervention will be done through social media
sites, specifically Instagram, Facebook, and Twitter. The program will utilize campus student
organizations such as healthy hens and behavior science club to promote links to each sites and
reach students on campus. Other mediums that will be used will include informational emails with
links to these sites, and flyers posted in various student centers.
The Instagram account will be run by health educators who will be asked to post at least
one photo per every two weeks. The health educators are valuable in running these programs
because of how close in age they are to the students and awareness of how to effectively use
social media. Posts will include content based captions that will provide educational, motivational
and or refer to skillsets such as time management or goal setting. The photos will be sleep related
whether it be sleep masks or pictures of people sleeping. This page will be able to be followed by
students so these images and captions can come up on their timelines to provoke thought about
sleep.

The Facebook account will also be run by health educators as well who will be asked
individually to post every 2 weeks. The Facebook posts will include similar content as the
Instagram posts. In addition, articles based on peer review research will included in the posts. The
articles will not be research articles in order to keep the content from being too difficult or long to
read and thus turn aware followers. The twitter account will include short 1 to 2 sentence tweets
which will again promote facts and encouragement about proper sleep habits and ways to
maintain health sleep patterns, each educator should post a tweet at least once a week. These
accounts will be provided to student organizations on campus to send out to students, the
directory of RSO are available on student central website and an email will be appropriately
created for e-board members to forward to members of these organizations. Furthermore, to reach
the freshman population, specifically the University Studies program students a mass email will
be sent to registered students in order to pass on links and promote students to follow these media
sites.
v. Conclusion
Overall the program is intended to cue students to maintain proper sleep habits. The medium of
social media is intended to reach a mass amount of students since these sites are a prominent
feature of social atmosphere of students on campus. The marketing program goal is to inform
students of the value of a healthy sleep schedule and simple ways to incorporate lifestyle changes.
e) Program Budget
DIRECT COSTS

I. Personnel
A. Salaries
POSITION FTE Cost
Project Manager 1.0 $ 40,000
B. Benefits @ 35% $ 14,000
TOTAL PERSONNEL $ 54,000
A. Consultants and Contractual Services
STMS Educators (30): salary $900/each $ 27,000
Guest Speakers (4): salary 400/each $ 1,600
TOTAL CONSULTANTS/CONTRACTUAL SERVICES $ 28,600
II. Non-Personnel
A. Consumable Supplies
Office Supplies $ 2,250
Photocopying
4200 copies of syllabus at $.10 each $ 420
Educational Materials
36 Training manuals @ $5 each $ 180
Promotional materials

4200 Earplugs @ $1.41 each $ 5,922
4200 Sleep masks @ $2.00 each $ 8400
TOTAL CONSUMABLE MATERIALS COST: $ 17,172
B. Travel
Parking fees
$4/week 30 Educators $ 120
Lots 21, 35C, and 37C Central Gate parking pass $ 719
Orientation Retreat
Bus rental 6hrs @ 120/hr $ 720
Venue $ 1,750
TOTAL TRAVEL COST: $ 3,309
C. Capital Equipment
Computers
Laptop (1) @ $2000 $ 2,000
Software $215 $ 215
TOTAL EQUIPMENT COSTS: $ 2,150
D. Other Costs
Insurance:

Liability: 38 weeks @ $100 a week $ 3,800
Background check $ 50
TOTAL OTHER COSTS: $ 3,850
TOTAL DIRECT COSTS: $ 109,081
INDIRECT COSTS
Negotiated Indirect cost rate: 30% $32,724.30
TOTAL PROGRAM COSTS $141,805.30
Conclusion
Sleep and Time Management Seminar (STMS) is a program that is designed to address
the health issue of anxiety through sleep education for freshman students. Our budget allocates
$141,805.30 in order to properly educate all of our incoming freshman for the year. By
employing peer educators we are able to keep costs down and provide a more comfortable
environment to combat student anxiety. While the peer educators convey the program’s
messages and teach class sections, the project manager works tirelessly to maintain
organizational control over day-to-day activities. Our guest speakers break up the menotomy of
the class and provide a professional perspective of sleep and time management skills.

Promotional items, such as eye masks and earplugs help students apply at home what they learn
in the course.
Our marketing plan will reiterate the course’s content outside of the classroom. Utilizing
facebook and instagram posts will be a feasible and cost-effective way to provide educational,
motivational and daily reminders of skillsets learned in the classroom.. Education in this area is
crucial to this particular target audience due to the increased anxiety and lack of sleep that
surround students on college campuses. College students are often subjected to a demanding
environment in which they face new personal challenges that result in a need for time
management skills. Such challenges include living in a residence hall, studying for exams, and
socializing. This program looks to combat these issues by decreasing anxiety-related problems
and aims to lessen the target cause of this issue, lack of sleep. As poor sleeping habits increase,
lower grades and anxiety disorders become more relevant as well. Our end goal of the 14 week
program is to aid students in developing time management skills, goal setting skills, and proper
sleep habits through the power of education in an effort to reduce these issues.

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Appendix A
INSERT SURVEY AND CODEBOOK - will attach in word doc bc keeps messing up file

Appendix B
Table 1: Frequency, Mean (Standard Deviation) of survey demographics and constructs

Development of a Sleep Education Program for College Students at UD

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