Debate eleitoral simulado: uma nova estratégia metodológica de ensino-aprendizagem na saúde / Simulated Electoral Debate: a new methodoligical strategy for teaching-learning in health / Debate Electoral Simulado: una nueva estrategia metodológica de enseñanza-aprendizaje en salud

Introdução:As concepções emetodologias tradicionais vêm sendo substituídas por metodologias ativas de ensino-aprendizagem, visando uma formação que seja capaz de transformar o discente em um profissional crítico e reflexivo.Objetivo:Descrever uma nova estratégia metodológica de ensino-aprendizagem, nomeada Debate Eleitoral Simulado. Metodologia:Relato de experiência de uma disciplina obrigatória cursada em umPrograma de Pós-Graduação Stricto Sensu em Saúde Coletiva.Resultados:A metodologia do Debate Eleitoral Simuladoexige oengajamento e preparo do grupo moderador de debate. Além disso, exige também envolvimento ativo dos estudantes, pois difere de métodos de ensino tradicionais. O objetivo central foi, portanto, o desenvolvimento da autonomia e protagonismo dos estudantes, o estímulo à discussão e às argumentações pertinentes ao tema e o aprendizado consistente.Conclusões:A inovação do método de ensino incentivou a criatividade dos sujeitos na atividade, principalmente na construção de propostas e argumentos. Esse novo enfoque metodológico é dinâmico e interativo, dessa forma proporcionou uma aprendizagem consistente, efetiva e principalmente, significativa (AU).

Introduction:Traditional concepts and methodologies have been replaced by active teaching-learning methodologies, aiming at training that is capable of transforming students into critical and reflective professionals.Objective:To describe a new methodological teaching-learning strategy, named Simulated Electoral Debate.Methodology:experience report of a compulsory course taken in the Stricto Sensu Graduate Program in Public Health.Results:The Simulated Electoral Debatemethodology requires the engagement and preparation of the debate moderating group. In addition, it also requires active student involvement as it differs from traditional teaching methods. The central objective was, therefore, the development of students' autonomy and protagonism, the stimulation of discussion and argumentsrelevant on the theme and the consistent learning.Conclusions:The innovation of the teaching method encouraged the creativity of the subjects in the activity, especially in the construction of proposals and arguments. This new methodological approach isdynamic and interactive, thus providing consistent, effective and especially meaningful learning (AU).

Introducción: Los conceptos y metodologías tradicionales han sido reemplazados por metodologíasactivas de enseñanza-aprendizaje, buscando una formación capaz de transformar a los estudiantes en profesionales críticos y reflexivos. Objetivo: Describir una nueva estrategia metodológica de enseñanza-aprendizaje, denominada Debate Electoral Simulado. Metodología: informe de experiencia de un curso obligatorio realizado en el Programa de Posgrado Stricto Sensu en Salud Pública. Resultados: : La metodología Debate Electoral Simuladorequiere el compromiso y preparación del grupo moderador del debate. Además, también requiere la participación activa de los estudiantes, ya que difiere de los métodos de enseñanza tradicionales. El objetivo central era, por lo tanto, el desarrollo de la autonomía y el protagonismo de los estudiantes, el estímulo de la discusión y los argumentos pertinentes sobre el tema y el aprendizaje constante.Conclusiones: La innovación del método de enseñanza fomentó la creatividad de los sujetos en la actividad, especialmente en la construcción de propuestas y argumentos. Este nuevo enfoque metodológico es dinámico e interactivo, lo que proporciona un aprendizaje consistente, efectivo y especialmente significativo (AU).

Factors associated with sleep problems and sleeping pill use in Brazilians.

OBJECTIVE: To estimate the prevalence of sleep problems and sleeping pill use and associated factors in the Brazilian population. METHODS: This study was conducted with data from the 2019 Brazilian National Health Survey. Our sample consisted of 94,114 participants and the outcomes analyzed were sleep problems and sleeping pill use. Sociodemographic, lifestyle, and health characteristics were explored in a descriptive and multivariate analysis with Poisson regression, robust variance, and 5% significance. RESULTS: We found a 35.1% (95%CI: 34.5-35.7) and 8.5% (95%CI: 8.2-8.9) prevalence of sleep problems and sleeping pill use, respectively. Sleep problems were associated with women (PR = 1.41; 95%CI: 1.36-1.46), individuals who self-assess their health as regular/poor/very poor (PR = 1.56; 95%CI: 1.51-1.62), those with chronic diseases (PR = 1.70; 95%CI: 1.64-1.78), those who use alcohol excessively (PR = 1.14; 95%CI: 1.09-1.20), and smokers (PR = 1.16; 95%CI: 1.10-1.22). Sleeping pill use was associated with women (PR = 1.57; 95%CI: 1.43-1.73), divorcees (PR = 1.46; 95%CI: 1.30-1.65), urban denizens (PR = 1.32; 95%CI: 1.21-1.45) those who self-assess their health as regular/poor/very poor (PR = 1.79; 95%CI: 1.64-1.95), those with chronic diseases (PR = 4.07; 95%CI: 3.48-4.77), and smokers (PR = 1.49; IC95%: 1.33-1.67). CONCLUSION: This study found that the prevalence of sleep problems and sleeping pill use in Brazilians indicates the need for attention and sleep care for this population, especially in women and those with lifestyle and health conditions associated with the analyzed outcomes.

Factors associated with sleep problems and sleeping pill use in Brazilians / Fatores associados aos problemas de sono e ao uso de medicação para dormir em brasileiros

ABSTRACT OBJECTIVE To estimate the prevalence of sleep problems and sleeping pill use and associated factors in the Brazilian population. METHODS This study was conducted with data from the 2019 Brazilian National Health Survey. Our sample consisted of 94,114 participants and the outcomes analyzed were sleep problems and sleeping pill use. Sociodemographic, lifestyle, and health characteristics were explored in a descriptive and multivariate analysis with Poisson regression, robust variance, and 5% significance. RESULTS We found a 35.1% (95%CI: 34.5-35.7) and 8.5% (95%CI: 8.2-8.9) prevalence of sleep problems and sleeping pill use, respectively. Sleep problems were associated with women (PR = 1.41; 95%CI: 1.36-1.46), individuals who self-assess their health as regular/poor/very poor (PR = 1.56; 95%CI: 1.51-1.62), those with chronic diseases (PR = 1.70; 95%CI: 1.64-1.78), those who use alcohol excessively (PR = 1.14; 95%CI: 1.09-1.20), and smokers (PR = 1.16; 95%CI: 1.10-1.22). Sleeping pill use was associated with women (PR = 1.57; 95%CI: 1.43-1.73), divorcees (PR = 1.46; 95%CI: 1.30-1.65), urban denizens (PR = 1.32; 95%CI: 1.21-1.45) those who self-assess their health as regular/poor/very poor (PR = 1.79; 95%CI: 1.64-1.95), those with chronic diseases (PR = 4.07; 95%CI: 3.48-4.77), and smokers (PR = 1.49; IC95%: 1.33-1.67). CONCLUSION This study found that the prevalence of sleep problems and sleeping pill use in Brazilians indicates the need for attention and sleep care for this population, especially in women and those with lifestyle and health conditions associated with the analyzed outcomes.

RESUMO OBJETIVO Estimar a prevalência e fatores associados a problemas de sono e uso de medicamentos para dormir na população brasileira. MÉTODOS Estudo executado com os dados da Pesquisa Nacional de Saúde realizada no Brasil, nos anos de 2019 e 2020. A amostra foi composta por 94.114 participantes e os desfechos analisados foram problemas de sono e uso de medicamentos para dormir. Aspectos sociodemográficos, de estilo de vida e condições de saúde foram explorados em uma análise descritiva e multivariada, utilizando a regressão de Poisson com variância robusta, considerando nível de significância de 5%. RESULTADOS As prevalências de problemas de sono e uso de medicamentos indutores do sono foram de 35,1% (IC95% 34,5-35,7) e 8,5% (IC95% 8,2-8,9), respectivamente. Os problemas de sono foram associados ao sexo feminino (RP = 1,41; IC95% 1,36-1,46), aos indivíduos que autoavaliam a saúde como regular/ruim/muito ruim (RP = 1,56; IC95% 1,51-1,62), aos que possuem alguma doença crônica (RP = 1,70; IC95% 1,64-1,78), aos que fazem uso excessivo de álcool (RP = 1,14; IC95% 1,09-1,20) e aos fumantes (RP = 1,16; IC95% 1,10-1,22). O uso de medicamentos para dormir foi associado ao sexo feminino (RP = 1,57; IC95% 1,43-1,73), a indivíduos divorciados (RP = 1,46; IC95% 1,30-1,65), aos que vivem no meio urbano (RP = 1,32; IC95% 1,21-1,45), que autoavaliam sua saúde como regular/ruim/muito ruim (RP = 1,79; IC95% 1,64-1,95), com diagnóstico de doença crônica (RP = 4,07; IC95% 3,48-4,77) e aos fumantes (RP = 1,49; IC95% 1,33-1,67). CONCLUSÃO As prevalências de problemas de sono e uso de medicamentos para dormir na população brasileira observadas neste estudo indicam a necessidade de atenção e cuidado com o sono dessa população, principalmente nas mulheres e aqueles que apresentam estilo de vida e condições de saúde que se associaram aos desfechos.

Sleep quality and daytime sleepiness in university students: prevalence and association with social determinants / Qualidade do sono e sonolência diurna em estudantes universitários: prevalência e associação com determinantes sociais

Abstract: Introduction: Changes in the Sleep/Wake Cycle (SWC) of university students can have consequences on physical, mental and social health. In addition, some behaviors adopted at this stage may be associated with SWC impairment. Objective: Therefore, this study aims to identify which factors of social determinants of health (SDH) are associated with poor sleep quality and excessive daytime sleepiness (EDS) in university students. Method: This is a cross-sectional study that included 298 university students, aged between 18 and 35 years; 73.2% of the students were females and from the countryside of the state of Rio Grande do Norte, Brazil. Data were collected from the following questionnaires: Health and Sleep, Munich Chronotype Questionnaire, Pittsburgh Sleep Quality Index and Epworth Sleepiness Scale. To assess the association of SDH with poor sleep quality and excessive daytime sleepiness, Poisson Regression with robust variance was performed. Result: The prevalence of poor sleep quality and excessive daytime sleepiness among the university students was 79.2% and 51.3%, respectively. Between the intermediate determinants of health, a higher prevalence rate of poor sleep quality was observed in students who reported health problems in the previous month (18.4%), smoked (23.5%), drank stimulating beverages close to bedtime (25.8%) and those who used electronic devices before bedtime during the week (18.4%) when compared to those who did not have these behaviors. Regarding excessive daytime sleepiness, students who justified bedtime during the week and wake-up time at the weekend because of the academic demand showed, respectively, 27% and 34% lower prevalence of EDS than the group that did not have these behaviors. Conclusions: The high prevalence of poor sleep quality and EDS observed among university students was associated to biological factors and most of them, behavioral factors.

Resumo: Introdução: As alterações no ciclo sono/vigília (CSV) dos jovens universitários podem acarretar consequências na saúde física, psíquica e social. Além disso, alguns comportamentos adotados nessa fase podem estar associados a comprometimento do CSV. Objetivo: Portanto, este estudo tem por objetivo identificar quais fatores dos determinantes sociais da saúde (DSS) estão associados à má qualidade do sono e à sonolência diurna excessiva (SDE) de universitários. Método: Trata-se de um estudo transversal que incluiu 298 universitários, com idade entre 18 e 35 anos, 73,2% dos estudantes do sexo feminino do interior do Rio Grande do Norte, Brasil. Os dados foram coletados a partir dos seguintes questionários: A Saúde e o Sono, Questionário de Cronotipo de Munique, Índice de Qualidade do Sono de Pittsburgh e Escala de Sonolência de Epworth. Para avaliar a associação dos DSS com a má qualidade de sono e a SDE, realizou-se a regressão de Poisson com variância robusta. Resultado: A prevalência da má qualidade do sono e de SDE nos universitários foi de 79,2% e 51,3%, respectivamente. Entre os determinantes intermediários da saúde, observou-se maior razão de prevalência de má qualidade de sono nos estudantes que apresentaram problema de saúde no último mês (18,4%), fumavam (23,5%) e faziam uso de bebidas estimulantes próximo ao horário de dormir (25,8%), e naqueles que usavam eletrônicos antes do horário de dormir durante a semana (18,4%), quando comparados aos que não adotam esses comportamentos. Com relação à SDE, os estudantes que justificaram o horário de dormir na semana e de acordar no fim de semana por causa da demanda acadêmica apresentaram 27% e 34%, respectivamente, de menor prevalência de SDE do que o grupo que não adota esses comportamentos. Conclusão: As altas prevalências de má qualidade do sono e de SDE observadas nos universitários foram decorrentes de fatores biológicos e, em sua maioria, de fatores comportamentais.

Effect of a sleep education program on sleep knowledge and habits in elementary and high school teachers / Efeito de um programa de educação sobre o sono no conhecimento e hábitos de sono em professores do ensino fundamental e médio / Efecto de un programa de educación sobre el sueño en el conocimiento y hábitos del sueño de los maestros

Abstract The influence of a sleep education program (SEP) on the knowledge, habits, quality of sleep, and daytime sleepiness was evaluated in 40 Brazilian elementary and high school teachers [Groups: Experimental (EG=26)/Control (CG=14)]. The Health and Sleep questionnaire, Pittsburgh Sleep Quality Index and sleep logs were applied to both groups, at baseline and in reassessment three weeks after a SEP with the EG. The methodology of the SEP was based on the Meaningful Learning theory proposed by Ausubel, consisting of four fortnightly meetings, lasting 4h each. After the program, the EG showed an increase in sleep knowledge and a reduction in coffee consumption near bedtime. Besides, 17% of teachers improved sleep quality in this group. However, no changes occurred in sleep schedules and sleepiness. Nevertheless, the positive results reinforce the need for sleep education programs with teachers to spread sleep knowledge in schools and improve the sleep quality in these professionals.

Resumo A influência de um programa de educação sobre o sono (PES) nos conhecimentos, hábitos e qualidade do sono, e sonolência diurna foi avaliada em 40 professores brasileiros do ensino básico [Grupos: Experimental (GE=26)/Controle (GC=14)]. A Saúde e Sono, o Índice de Qualidade de Sono de Pittsburgh e o diário de sono foram aplicados nos grupos antes e três semanas após um PES aplicado no GE. O programa baseado na teoria da Aprendizagem Significativa consistiu de quatro encontros de 4h/cada. Após o programa, o GE aumentou os conhecimentos sobre sono e reduziu o relato de consumo de café próximo a dormir, com melhora na qualidade de sono em 17% dos professores. Embora não tenha havido diferenças nos horários de sono e sonolência, os resultados positivos reforçam a necessidade do desenvolvimento de programas educacionais sobre sono com professores para difusão do assunto nas escolas e melhora da qualidade do sono nestes profissionais.

Resumen La influencia de un programa de educación sobre el sueño (PES) en los conocimientos, hábitos, calidad de sueño y somnolencia diurna fue evaluado en 40 maestros brasileños de educación básica [Grupos: Experimental (GE=26)/Control (GC=14)]. Los cuestionarios Salud y Sueño, Índice de calidad de sueño de Pittsburgh y diario del sueño se aplicaron en los grupos, antes y tres semanas después de un PES en el GE. El programa basado en la teoría del aprendizaje significativo consistió en cuatro sesiones de 4 horas/cada uno. Después del programa, el GE aumentó su conocimiento sobre el sueño y hubo una reducción en el consumo de café cerca de la hora de acostarse, con una mejora en la calidad del sueño en 17% de los maestros. Aunque no hubo diferencias en los horarios de sueño y la somnolencia, los resultados positivos refuerzan la necesidad de desarrollar programas educativos sobre el sueño con los maestros para difundir el tema en las escuelas y mejorar la calidad del sueño en estos profesionales.

Use of music during physical therapy intervention in a neonatal intensive care unit: a randomized controlled trial

INTRODUCTION: Previous studies have shown music therapy as a way to improve the clinical status of premature infants, improving vital signs and decreasing crying episodes OBJECTIVE: Compare the effects of music on vital signs of premature infants undergoing respiratory physiotherapy METHODS: We performed a randomized clinical trial consisting of 26 premature infants, divided into control group (N=12) and study group (N=14), carried out in a Neonatal Intensive Care Unit. All newborn infants undergone standard practice physiotherapy for 15 minutes: vibration and aspiration. On the study group they were exposed to classical music three minutes before the standard physiotherapy, and finished three minutes after the end of these procedures. A recorder was placed inside the incubator with an intensity of 25 decibels. Measurements of heart and respiratory rate and oxygen saturation were measured before, during and after each sessions of respiratory physiotherapy for two groups RESULTS: When comparing control and study groups regarding heart rate frequency and oxygen saturation, there was no statistically significant difference, but the inclusion of music determined clinically the variability of these data and 30% of the variation in respiratory rate was due to the inclusion of music during and after the physiotherapy, and the neonatal noninvasive ventilation showed less variation in their respiratory rate when compared to the neonatal on oxygen therapy CONCLUSION: The results have showed a beneficial effect of music, showing lower respiratory rate in newborn infants during and after respiratory physiotherapy procedure.(AU)

Use of music during physical therapy intervention in a neonatal intensive care unit: a randomized controlled trial

Previous studies have shown music therapy as a way to improve the clinical status of premature infants, improving vital signs and decreasing crying episodes OBJECTIVE: Compare the effects of music on vital signs of premature infants undergoing respiratory physiotherapy METHODS: We performed a randomized clinical trial consisting of 26 premature infants, divided into control group (N=12) and study group (N=14), carried out in a Neonatal Intensive Care Unit. All newborn infants undergone standard practice physiotherapy for 15 minutes: vibration and aspiration. On the study group they were exposed to classical music three minutes before the standard physiotherapy, and finished three minutes after the end of these procedures. A recorder was placed inside the incubator with an intensity of 25 decibels. Measurements of heart and respiratory rate and oxygen saturation were measured before, during and after each sessions of respiratory physiotherapy for two groups RESULTS: When comparing control and study groups regarding heart rate frequency and oxygen saturation, there was no statistically significant difference, but the inclusion of music determined clinically the variability of these data and 30% of the variation in respiratory rate was due to the inclusion of music during and after the physiotherapy, and the neonatal noninvasive ventilation showed less variation in their respiratory rate when compared to the neonatal on oxygen therapy CONCLUSION: The results have showed a beneficial effect of music, showing lower respiratory rate in newborn infants during and after respiratory physiotherapy procedure.

Work schedule influence on sleep habits in elementary and high school teachers according to chronotype / Influência do horário de trabalho nos hábitos de sono em professores da educação básica de acordo com o cronotipo / Influencia del horario de trabajo en los hábitos del sueño en maestros de la escuela primaria, secundaria y preparatoria según cronotipo

The influence of work schedule on sleep habits and quality, and daytime sleepiness according to individual preferences in sleep schedules was assessed in 131 elementary and high school teachers through questionnaires. Teachers who initiate classes around 7:00 hr wake up earlier and show more frequency of poor sleep quality than those who start classes in the afternoon. Between them, those who have a preference for intermediate or later hours for sleep are more irregular in their wake up schedules and increase their sleep duration on the weekend compared to those with earlier sleep preferences. On the other hand, working only in the afternoon seems to provide better sleep/awake conditions for teachers, because they keep the same sleep duration during the week and on the weekend, and they are diagnosed with less daytime sleepiness. Therefore, the discussion of school start times, originally proposed for adolescents, needs to be magnified to teachers, contributing to improvement of sleep habits and life quality in school environments.(AU)

A influência do horário de trabalho nos hábitos e qualidade de sono, e sonolência diurna de acordo com preferências individuais nos horários de sono foi avaliada por questionários em 131 professores do ensino básico. Professores que iniciam as aulas ± 7:00 h acordam mais cedo e apresentam frequentemente sonolência diurna excessiva comparados aos que iniciam à tarde. Dentre estes, àqueles com preferência por horários intermediários ou tardios de sono são mais irregulares nos horários de acordar e aumentam a duração do sono no fim de semana comparados aos professores com preferência por acordar mais cedo. Em contrapartida, trabalhar somente à tarde parece proporcionar melhores condições de sono/vigília, devido não acarretar privação de sono e proporcionar menor frequência de sonolência diurna. Portanto, a discussão do horário de início das escolas originalmente levantada para adolescentes, precisa ser ampliada para professores contribuindo para melhora nos hábitos de sono e qualidade de vida no ambiente escolar.(AU)

La influencia del horario de trabajo en los hábitos y la calidad del sueño (dormir) y la somnolencia diurna según cronotipo se evaluó por cuestionarios en 131 maestros. Los maestros que empiezan las clases a las ±7:00 h despiertan más temprano y tienen con frecuencia somnolencia diurna en comparación con los maestros que inician las clases por la tarde. Entre ellos, los intermedios y trasnochadores son más irregulares en los horarios de despertar en comparación con los madrugadores. Además, aumentan la duración del sueño el fin de semana. Por otra parte, trabajar solamente por la tarde parece ofrecer mejores condiciones para el sueño y vigilia del maestro, debido no causar privación del sueño y proporcionar menor frecuencia de somnolencia diurna. Por lo tanto, la discusión del horario de inicio de las escuelas originalmente planteadas para los adolescentes, debe ampliarse a los maestros contribuyendo para mejorar los hábitos del sueño y la calidad de vida en la escuela.(AU)

Work schedule influence on sleep habits in elementary and high school teachers according to chronotype / Influência do horário de trabalho nos hábitos de sono em professores da educação básica de acordo com o cronotipo / Influencia del horario de trabajo en los hábitos del sueño en maestros de la escuela primaria, secundaria y preparatoria según cronotipo

The influence of work schedule on sleep habits and quality, and daytime sleepiness according to individual preferences in sleep schedules was assessed in 131 elementary and high school teachers through questionnaires. Teachers who initiate classes around 7:00 hr wake up earlier and show more frequency of poor sleep quality than those who start classes in the afternoon. Between them, those who have a preference for intermediate or later hours for sleep are more irregular in their wake up schedules and increase their sleep duration on the weekend compared to those with earlier sleep preferences. On the other hand, working only in the afternoon seems to provide better sleep/awake conditions for teachers, because they keep the same sleep duration during the week and on the weekend, and they are diagnosed with less daytime sleepiness. Therefore, the discussion of school start times, originally proposed for adolescents, needs to be magnified to teachers, contributing to improvement of sleep habits and life quality in school environments...

A influência do horário de trabalho nos hábitos e qualidade de sono, e sonolência diurna de acordo com preferências individuais nos horários de sono foi avaliada por questionários em 131 professores do ensino básico. Professores que iniciam as aulas ± 7:00 h acordam mais cedo e apresentam frequentemente sonolência diurna excessiva comparados aos que iniciam à tarde. Dentre estes, àqueles com preferência por horários intermediários ou tardios de sono são mais irregulares nos horários de acordar e aumentam a duração do sono no fim de semana comparados aos professores com preferência por acordar mais cedo. Em contrapartida, trabalhar somente à tarde parece proporcionar melhores condições de sono/vigília, devido não acarretar privação de sono e proporcionar menor frequência de sonolência diurna. Portanto, a discussão do horário de início das escolas originalmente levantada para adolescentes, precisa ser ampliada para professores contribuindo para melhora nos hábitos de sono e qualidade de vida no ambiente escolar...

La influencia del horario de trabajo en los hábitos y la calidad del sueño (dormir) y la somnolencia diurna según cronotipo se evaluó por cuestionarios en 131 maestros. Los maestros que empiezan las clases a las ±7:00 h despiertan más temprano y tienen con frecuencia somnolencia diurna en comparación con los maestros que inician las clases por la tarde. Entre ellos, los intermedios y trasnochadores son más irregulares en los horarios de despertar en comparación con los madrugadores. Además, aumentan la duración del sueño el fin de semana. Por otra parte, trabajar solamente por la tarde parece ofrecer mejores condiciones para el sueño y vigilia del maestro, debido no causar privación del sueño y proporcionar menor frecuencia de somnolencia diurna. Por lo tanto, la discusión del horario de inicio de las escuelas originalmente planteadas para los adolescentes, debe ampliarse a los maestros contribuyendo para mejorar los hábitos del sueño y la calidad de vida en la escuela...

Sleep habits, daytime sleepiness and sleep quality of high school teachers

The aim of this study was to characterize the sleep-wake cycle, daytime sleepiness and sleep quality of high school teachers. Ninety-eight high school teachers participated in this study. They were asked to complete the Health and Sleep, Horne & Ostberg, Epworth Sleepiness Scale and Pittsburgh Sleep Quality Index questionnaires and to keep a 14-day sleep diary. This study showed that high-school teachers wake up on average 1 h 12 min earlier (ANOVA; p < 0.05) and go to bed on average 34 min earlier (ANOVA; p < 0.05) during the week than on the weekend. This results in an average of 42 min less time in bed (ANOVA; p < 0.05) on weekdays and characterizes partial sleep deprivation. Moreover, 46% and 51% of teachers were diagnosed with excessive daytime sleepiness and poor sleep quality (χ2; p > 0.05), respectively. Therefore, high-school teachers show characteristics of partial sleep deprivation that may contribute to excessive daytime sleepiness and poor sleep quality. This situation may compromise health and quality of life, in addition to teaching performance that can affect the education of their students.(AU)

Sleep habits, daytime sleepiness and sleep quality of high school teachers

The aim of this study was to characterize the sleep-wake cycle, daytime sleepiness and sleep quality of high school teachers. Ninety-eight high school teachers participated in this study. They were asked to complete the Health and Sleep, Horne & Ostberg, Epworth Sleepiness Scale and Pittsburgh Sleep Quality Index questionnaires and to keep a 14-day sleep diary. This study showed that high-school teachers wake up on average 1 h 12 min earlier (ANOVA; p < 0.05) and go to bed on average 34 min earlier (ANOVA; p < 0.05) during the week than on the weekend. This results in an average of 42 min less time in bed (ANOVA; p < 0.05) on weekdays and characterizes partial sleep deprivation. Moreover, 46% and 51% of teachers were diagnosed with excessive daytime sleepiness and poor sleep quality (χ2; p > 0.05), respectively. Therefore, high-school teachers show characteristics of partial sleep deprivation that may contribute to excessive daytime sleepiness and poor sleep quality. This situation may compromise health and quality of life, in addition to teaching performance that can affect the education of their students.