Effects of Peer Support and Progressive Relaxation Exercises on Sleep Quality and Anxiety

NCT05570773 | Completed

• 1 other identifier: Relaxation
• Study Type: interventional
• Target: 104
• Locations: 1 country
• Sites: 1

Brief Summary

The effect of peer support and progressive relaxation exercise programs on midwifery students' sleep and anxiety levels in the COVID-19 pandemic was investigated in the present research. One hundred and four subjects were found eligible for the study according to the inclusion criteria, and they were grouped into three: the peer support program group (PSP) (n=34), the progressive relaxation exercise group (PRE) (n=35), and control group (n=35). The PRE group was given an online relaxation exercise program. The PSP group was given an online peer support program. The data collection tools included a descriptive data form, State-Trait Anxiety Inventory (STAI-I-II), and Pittsburgh Sleep Quality Index (PSQI). The scores of the groups that they obtained from the pre-test application of the STAI-I and PSQI did not yield a statistically significant difference. The scores that PRE and PSP groups obtained from the post-test application of the STAI-I and PSQI were lower than the score that was obtained by the control group on the post-test application of the measures, and difference was evaluated to be significant. Although the mechanisms of action of these two methods are different, it has been observed that they have similar effects in improving anxiety levels and sleep quality.

Conditions

Anxiety; Sleep Disturbance

Outcome Measures

Primary Outcomes (1)

• State and Trait Anxiety Inventory

  questionnaire

  16 weeks

Secondary Outcomes (1)

• Pittsburgh Sleep Quality Index

  16 weeks

Study Arms (3)

peer support program

EXPERIMENTAL

A researcher and peer tutors met students in an online session for 30 minutes every day between 21:00 and 21:30 before bedtime for 30 days. These sessions focused on academic problem solving and academic encouragement of students. In addition, peer tutors and students shared their contact information and continued their sharing by talking on the phone and messaging in the chat group 24/7. Selection and education of peer tutors: 5 peers with strong communication skills and high academic achievement were selected among the 4th-year volunteer students. These 5 volunteers were selected among students who were not included in the sample, had an appropriate level of anxiety (anxiety score ≤36), and had good sleep quality (PSQI score ≤5). A theoretical and practical session was held with them. In these sessions, peer-supported education was explained and necessary information was given about its purpose and how it was performed.

Other: peer support program

progressive relaxation exercise group

EXPERIMENTAL

The importance of the exercise and how it should be done were explained by the researcher Mixed teaching methods, including lecturing, demonstration, question-answer, and discussion were, used as education methods. The sessions were carried out online by a researcher who is an expert in the field of PRE for 30 minutes every day between 21:00 and 21:30 before bedtime for 30 days.

Other: peer support program

control group

NO INTERVENTION

The students who formed the control group through randomization were given information about the research, and then they submitted informed consent. Control group students were given the same questionnaire as a pre-and-post-test applied in the intervention groups, but no intervention was applied.

Interventions

peer support program OTHER

Peer support: It has been suggested that peer support provides an alternative way for students to learn and makes a positive contribution to both academic and psychosocial aspects of higher education (Hogan, Fox, Barratt-See 2017). Peer academic support involves academic encouragement (support for lowering exam-related stress and motivation for lessons) and solving students' academic problems (answering questions about lessons, sharing study habits, studying together, answering questions about assignments)

Also known as: progressive relaxation exercises program

peer support program; progressive relaxation exercise group

Eligibility Criteria

• Age: 18 Years - 25 Years
• Sex: female
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• did not have sleep apnea,
• did not musculoskeletal disease
• did not cardio-pulmonary disease
• did not psychiatric disease
• did not use drugs, cigarettes, alcohol
• SAI score of \>36 (anxiety)
• PSQI score of \>5 (poor sleep quality)

You may not qualify if:

• Clinical diagnosis of sleep apnea
• musculoskeletal disease
• cardio-pulmonary disease
• psychiatric disease
• history of drugs, smoking, and alcohol
• SAI score of ≤36 (no anxiety),
• PSQI score of ≤5 (good sleep quality)

Sponsors & Collaborators

• Cukurova University: lead

Study Sites (1)

Cukurova University

Adana, Balcalı, 01 330, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Anxiety Disorders; Parasomnias

Condition Hierarchy (Ancestors)

Mental Disorders; Sleep Wake Disorders; Nervous System Diseases

Study Officials

• Fatma TOPKARA, Dr.

  Eskişehir Osmangazi University

  STUDY CHAIR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Lecturer Doctor

Study Record Dates

• First Submitted: October 3, 2022
• First Posted: October 7, 2022
• Study Start: February 12, 2021
• Primary Completion: March 28, 2021
• Study Completion: July 25, 2021
• Last Updated: October 7, 2022

Record last verified: 2022-10

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)