%0 Journal Article
%@ 2292-9495
%I JMIR Publications
%V 10
%N 
%P e44145
%T Preferences of University Students for a Psychological Intervention Designed to Improve Sleep: Focus Group Study
%A Tadros,Michelle
%A Li,Sophie
%A Upton,Emily
%A Newby,Jill
%A Werner-Seidler,Aliza
%+ The Black Dog Institute, The University of New South Wales, Hospital Road, Randwick, 2031, Australia, 61 2 9382 4530, m.tadros@unsw.edu.au
%K university students
%K sleep difficulties
%K intervention
%K student needs
%K insomnia
%K treatment
%K focus group
%K intervention design
%K sleep
%K sleep medicine
%K student
%K university
%K college
%K post secondary
%K psychological
%K psychotherapy
%K help-seeking
%K polysomnography
%D 2023
%7 24.8.2023
%9 Original Paper
%J JMIR Hum Factors
%G English
%X Background: Many university students have difficulties with sleep; therefore, effective psychological treatments are needed. Most research on psychological treatments to improve sleep has been conducted with middle-aged and older adults, which means it is unclear whether existing psychological treatments are helpful for young adult university students. Objective: This study aimed to discover university student preferences for a psychological intervention to improve sleep quality. Methods: Focus groups were conducted over 3 stages to examine students’ views regarding content, format, and session duration for a psychological intervention to improve sleep. A thematic analysis was conducted to analyze participant responses. Results: In total, 30 participants attended small focus group discussions. Three key themes were identified: (1) program development, (2) help-seeking, and (3) student sleep characteristics. Program development subthemes were program format, program content, and engagement facilitators. Help-seeking subthemes were when to seek help, where to access help, stigma, and barriers. Student sleep characteristics subthemes were factors disturbing sleep and consequences of poor sleep. Conclusions: Students emphasized the need for a sleep intervention with an in-person and social component, individualized content, and ways to monitor their progress. Participants did not think there was a stigma associated with seeking help for sleep problems. Students identified the lack of routine in their lifestyle, academic workload, and the pressure of multiple demands as key contributors to sleep difficulties. 
%M 37616036
%R 10.2196/44145
%U https://humanfactors.jmir.org/2023/1/e44145
%U https://doi.org/10.2196/44145
%U http://www.ncbi.nlm.nih.gov/pubmed/37616036