University of Nevada, Las Vegas
The goal of this randomized controlled educational study is to learn whether a structured, theory-based program can help reduce drowsy driving among college students (18 years and older) in Nevada. Drowsy driving means driving when you are very sleepy, tired, or struggling to stay alert. It is a serious safety problem because it can slow reaction time, reduce attention, and increase the risk of crashes, injuries, and even deaths. Many college students have irregular sleep schedules due to classes, jobs, late-night studying, and social activities, which can increase tiredness and increase the likelihood of drowsy driving. Research question 1. Is there a statistically and practically significant difference in the mean score of drowsy driving behavior in the experimental group (Multi-Theory Model (MTM)-based intervention, Stay Awake, Stay Alive©) and the comparison group (standard AAA (American Automobile Association)program-based intervention) from pre-intervention to post-intervention to two-week follow-up 2. Is there a statistically and practically significant difference in the mean score (pre-intervention to post-intervention to two-week follow-up) for the intent to initiate reducing drowsy driving between the experimental (MTM-based intervention, Stay Awake, Stay Alive©) and comparison (standard AAA program-based intervention) groups? 3. Is there a statistically and practically significant difference in the mean score (pre-intervention to post-intervention to two-week follow-up) for the intent to sustain the reduction of drowsy driving between the experimental (MTM-based intervention, Stay Awake, Stay Alive©) and comparison (standard AAA program-based intervention) groups? Researchers will compare two groups to see which approach leads to greater improvement: Group 1: MTM-based "Stay Awake, Stay Alive" program (interactive weekly sessions designed using behavior change theory). Group 2: Standard drowsy driving education program, AAA (American Automobile Association) based education. By comparing these groups, researchers can see whether the MTM-based program provides added benefit beyond standard education alone. Both groups receive the same overall time and attention, so differences in results can be linked more clearly to the program's strategies rather than to simply receiving education. Participants will: * Complete a short screening to confirm eligibility (for example, being 18+ and having recent experiences of drowsy driving) * Provide informed consent before any study activities begin * Be randomly assigned to one of the two programs * Attend four weekly sessions (about 75 minutes each) over 4 weeks, with a short break and refreshments during sessions * Complete surveys at three time points: Baseline (before the program begins), Post-intervention (after week 4), and Follow-up (after two weeks) * Answer questions about their drowsy driving behavior and related influences, such as fatigue triggers, barriers to sleep, confidence to avoid driving when sleepy, and supports that make safe choices easier. The study will measure changes in drowsy driving behavior and in MTM-related factors that may explain why these changes occur. For example, the MTM-based program helps students think about the benefits of avoiding drowsy driving (and the risks of continuing it), build behavioral confidence to choose safer options, and identify practical environmental supports (such as a safe place to rest, asking a friend for a ride, using ride-share or public transportation, or adjusting trip timing). It also supports emotional transformation (turning concern into motivation), practice for change (setting goals and tracking progress), and building a supportive social environment (friends and family encouraging safer choices). During the sessions, participants may learn and practice real-world skills such as recognizing early warning signs of sleepiness (heavy eyelids, frequent yawning, drifting lanes, missing exits), using short rest breaks and safe "pull-over" plans, managing schedules to reduce late-night driving, and creating a personal action plan for high-risk situations (after work shifts, long study nights, or long-distance travel). The follow-up survey helps researchers see whether any improvements continue beyond the end of the 4-week program. At the end of the study, results will help colleges, public health professionals, and road safety programs understand what types of education are most effective for preventing drowsy driving in young adults. If the MTM-based program is effective, it could be adapted and used more widely to improve student safety and reduce injuries related to drowsy driving. Participants who complete the final follow-up survey will receive an incentive.
Drowsy driving among college students Drowsy driving among college students represents a significant public health and roadway safety concern due to the convergence of developmental, academic, and lifestyle-related risk factors. Emerging adulthood is characterized by irregular sleep-wake patterns, heightened academic demands, and social behaviors that may compromise sleep duration and quality. In a 2023 cross-sectional survey administered via Qualtrics (n = 725), 49.4% of respondents reported engaging in drowsy driving within the past month, underscoring the prevalence of this behavior in this…
Inclusion criteria * College student enrolled at a university in Nevada * Age ≥ 18 years * Currently enrolled in an undergraduate or graduate program * Able to provide informed consent * Meets the "eligibility screener" items related to prior drowsy driving Exclusion criteria * Fails the initial drowsy-driving eligibility screener * Medical/sleep disorders (e.g., obstructive sleep apnea) are deliberately excluded
In this arm, participants will attend a 4-week educational intervention delivered in weekly group sessions (approximately 75 minutes each, including a 5-minute break). The sessions will incorporate experiential learning strategies such as role-plays, video dramatizations, reflective journaling, and peer discussions. Participants will use a provided sleep journal to record nightly sleep duration and any drowsy driving episodes. They will also note emotional or situational triggers related to fatigue and discuss key reflections during weekly group discussions. Session content will address the key constructs of the Multi-Theory Model (MTM) to support behavior change.
Participants in the AAA (American Automobile Association) intervention (comparison) group will complete a 5-hour online course focused on drowsy driving prevention. The course will be delivered in four sessions, each approximately 75 minutes in length, matching the session duration of the experimental arm. All sessions will be completed under the supervision of the investigator and CITI-trained study personnel.