Effect of a structured Orem's self-care model nursing intervention on sleep quality and academic self-efficacy in...

Embarking on a university education is a significant milestone in a person's life. However, evidence shows that many students face poor sleep quality and academic self-doubt during this period. This study aimed to determine the effect of Orem self-care interventions on sleep quality and the academic self-efficacy of nursing students.

This quasi-experimental study employed a pre-test and post-test control group design to evaluate the intervention's effects. The study was conducted between October 23 and November 10, 2023, and included 84 nursing students. The participants were randomly divided into two groups: an intervention group and a control group. The tools used were a demographic questionnaire, an Orem self-care model survey and recognition form, the Zajacova Academic Self-Efficacy Beliefs Questionnaire, and the Pittsburgh Sleep Quality Index. The experimental group's intervention, grounded in Orem's self-care model, included four sessions, each lasting 30 to 45 min. These sessions addressed self-care principles, techniques related to universal needs (like air, water, food, and excretory processes), and strategies for risk prevention while ensuring a balance between activity and rest. There were no follow-up interventions after the initial training sessions. At the end of the intervention, all students in both groups had completed the study instruments. The data was analyzed using SPSS version 26 software, which included the chi-square test, Independent-samples t-test, Mann-Whitney U test, Paired-samples t-test, and Wilcoxon signed rank test.

The results showed that before the intervention, there was no statistically significant difference in the average total sleep quality score (7.64 ± 2.48 in the experimental group versus 7.42 ± 2.74 in the control group) or academic self-efficacy (148.38 ± 12.10 in the experimental group versus 144.66 ± 10 in the control group) between the two groups. However, after the intervention, there were significant changes in the experimental group's total sleep quality score (3.80 ± 1.56) and academic self-efficacy score (170.71 ± 10.58) compared to the control group's total sleep quality score (7.80 ± 2.81) and academic self-efficacy score (149.42 ± 11).

In other words, interventions based on Orem's self-care positively affect students' sleep quality and academic self-efficacy. Based on the results, a self-care program based on the Orem model for nursing students can improve their sleep quality and academic self-efficacy. Therefore, it is recommended that this model be used for students in educational environments.