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Abstract A number of studies have been made on the sleep characteristics of children born preterm in an attempt to develop methods to address the sleep problems commonly observed among such children. However, the reported sleep characteristics from these studies vary depending on the observation methods used, i.e., actigraphy, polysomnography and questionnaire. In the current study, to obtain reliable data on the sleep characteristics of preterm-born children, we investigated the difference in sleep properties between 97 preterm and 97 term toddlers of approximately 1.5 years of age using actigraphy. Actigraphy units were attached to the toddlers’ waists with an adjustable elastic belt for 7 consecutive days, and a child sleep diary was completed by their parents. In the study, we found that preterm toddlers had more nocturnal awakenings and more daytime activity, suggesting that preterm-born children may have a different process of sleep development in their early development.

Abstract Our recent study on full-term toddlers demonstrated that daytime nap properties affect the distribution ratio between nap and nighttime sleep duration in total sleep time but does not affect the overall total amount of daily sleep time. However, there is still no clear scientific consensus as to whether the ratio between naps and nighttime sleep or just daily total sleep duration itself is more important for healthy child development. In the current study, to gain an answer to this question, we examined the relationship between the sleep properties and the cognitive development of toddlers born prematurely using actigraphy and the Kyoto scale of psychological development (KSPD) test. 101 premature toddlers of approximately 1.5 years of age were recruited for the study. Actigraphy units were attached to their waist with an adjustable elastic belt for 7 consecutive days and a child sleep diary was completed by their parents. In the study, we found no significant correlation between either nap or nighttime sleep duration and cognitive development of the preterm toddlers. In contrast, we found that stable daily wake time was significantly associated with better cognitive development, suggesting that sleep regulation may contribute to the brain maturation of preterm toddlers.

Abstract The purpose of the present study is to examine the association between toddlers' sleep arrangements and their nighttime sleep duration and other sleep variables. For this investigation, we performed a study in which child activity and sleep levels were recorded using actigraphy. The parents of 1.5-year-old toddlers (n = 106) were asked to attach an actigraphy unit to their child’s waist with an adjustable elastic belt and complete a sleep diary for 7 consecutive days. Questionnaires were used to assess the sleep arrangements of the toddlers. There was a significant negative correlation between nap duration and nighttime sleep duration, suggesting that longer nap sleep induces shorter nighttime sleep duration. Among the sleep arrangements, such as nighttime breastfeeding or co-sleeping, only nighttime breastfeeding predicted shorter nighttime sleep duration. Our findings indicate that shorter naps induce a longer nighttime sleep in 1.5-year-old toddlers while nighttime breastfeeding decreases their nighttime sleep duration.

Objectives: The purpose of this study was to examine the experiences of midwifery students with puerperants during delivery through birth reviews at the beginning (number of times assisting labor: 1-3) and completion (10) of a labor assistance practicum. The results were analyzed to gain educational insight into care related to childbirth experiences of postpartum women. Methods: Participants were seven senior nursing major students at A University who chose an elective course in midwifery. These students were divided into two groups of 3 and 4. Focus group interviews were conducted at the completion of the first and second half of the practicum. Results were analyzed using the methods described by Vaughn et al. Results: Three themes were raised by students as topics in the practicum. In performing birth reviews and self-evaluations, the topics were 'care related to reflecting on the childbirth experience,' 'difficulty of performing birth reviews,' and 'understanding one's task for the next delivery' in the first half of the practicum, and 'care related to integrating the childbirth experience' and 'one's current inexperience' in the second half of the practicum. With respect to what one noticed/realized during birth reviews, the topics were 'an understanding of puerperants through assumptions' and 'the reason and need for birth reviews' in the first half of the practicum, and 'lack of a big picture understanding of the delivery process,' 'midwifery care and puerperant diversity,' and 'the need to meet individual needs' in the second half of the practicum. Regarding impressions of performing birth reviews, students felt both 'uncomfortable with favorable evaluations and a sense of accomplishment' in the first half of the practicum, and 'enthusiasm due to favorable evaluations' in the second half of the practicum. Conclusions: Birth reviews began with reflecting on the childbirth experience and, by the end of the practicum, carrying out care by integrating experiences. Birth reviews also provided opportunities for students to realize the effects brought about by such reviews, and made them aware of the diversity in midwifery care. It is important that teaching staff recognize the degree of student understanding of the objective and significance of birth reviews and understanding of their patients, and provide support for clarifying and supplementing deficiencies in tasks. [ABSTRACT FROM AUTHOR]