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Abstract

Aim: This study aimed to verify the clinical structure of sleep disorders and its relationship to educational stress among the 1st -year medical students for developing approaches to primary psychoprophylactics. Materials and Methods: A solid sample of 166 Russian-speaking students aged 16–22 years were examined using the medicosociological, psychometric, and clinicopsychopathological methods. Results: It was found that the most significant manifestations of educational stress were affective and psychosomatic disorders as well as attention disorders. The majority (98.8%) of students had asthenia, which was moderate and severe in 65% of cases. Anxiety was detected in 64.5% of cases and clinical level of anxiety in 35%. Sleep disorders were detected among 88.6% of the students, and in 92.3% cases, they arise on the base of asthenia. A nightmare was observed in 71.7% of students. A majority of medical students need to reduce night sleep because of high training load and 62.7% of them went to bed after 1:00 am, and 63.8% slept <6 h a day on weekdays. Cluster analysis identifies four groups of sleep disorders, the closest to each other: 1 – presomnia disorders and middle insomnia disorders – the most significant; 2 – postsomnia disorders and nightmares; 3 – somnambulism (neurotic conditioned); and 4 – night terrors and “sleepy paralysis.” Conclusion: The most significant factors associated with sleep disorders are asthenia, anxiety, and personality frustration caused by the academic process. Stress management and time management programs have been developed on the base of research and have been implemented in teaching process. These programs include informing students about stress and teaching methods for manage it, teaching planning of time, methods of optimal work with educational literature, informing about a healthy life, the regime of the day, and the features of nutrition. This allows students to learn how to cope with stress and plan their time properly.

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	JPR Solutions

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