Nursing students’ nomophobia,social media use,attention, motivation,and academic performance: A structural equation modeling approach

AimTo investigate the interrelationships of nomophobia, social media use, attention, motivation, and academic performance among nursing students.BackgroundThere is a preponderance of studies about nursing students’ nomophobia, social media use, and academic performance. However, the mediating role of motivation and attention between nomophobia and academic performance remains a blind spot in nursing literature.DesignCross-sectional design and structural equation modeling (SEM) approach.MethodStudents from five nursing institutions in the Philippines were recruited via convenience sampling (n = 835). We used STROBE guidelines in reporting this study. Three self-report instruments (Motivational Strategies for Learning Questionnaire [MSLQ], Media and Technology Usage and Attitude Scale [MTUAS], and Nomophobia Questionnaire [NMP-Q]) were used to collect data. SEM, mediation analyses, and path analyses were used for data analysis.ResultsThe emerging model afforded acceptable model fit indices. Nursing students’ nomophobia positively influenced social media use whereas negatively impacting motivation and attention. Social media use, motivation, and attention directly affect academic performance. Path analyses depicted that motivation and attention mediated the indirect effect of nomophobia on academic performance. Motivation mediated the indirect impact of nomophobia on attention. Finally, attention mediated the indirect effect of motivation on academic performance.ConclusionNursing institutions and educators can use the proposed model in developing guidelines for evaluating nomophobia and regulating social media use in the academic and clinical context. These initiatives could support nursing students’ transition from school to practice while assisting them in maintaining their academic performance.     

Problematic mobile phone use,nomophobia and decision-making in nursing students mobile and decision-making in nursing students

The objective of this study was to determine the influence of nomophobia and/or problematic mobile phone use on decision-making in nursing students. A cross-sectional study was carried out. The sample consisted of 124 nursing students. The Nomophobia Questionnaire, Mobile Phone Problematic Use Scale and Melbourne Decision Making Questionnaire were used for data collection. Regarding the results, the average total score of the Nomophobia Questionnaire was 69.50 ± 21.08, and the average total score of the Mobile Phone Problematic Use Scale was 83.60 ± 19.90 points. Positive correlations were found between the dimensions of nomophobia and the Mobile Phone Problematic Use Scale. Additionally, positive correlations were found between nomophobia and the dimensions of “buck-passing” (rs = 0.263; p = 0.017), procrastination (rs = 0.307; p = 0.011) and hypervigilance (rs = 0.284; p = 0.002) in regards to decision-making. As for the Mobile Phone Problematic Use Scale, a positive correlation was found between this scale and the procrastination dimension (rs = 0.128; p = 0.015). Problematic mobile phone use and/or nomophobia may have an influence on decision-making in nursing students. Levels of procrastination, hypervigilance and “buck-passing” in nursing students are affected by mobile phone use throughout their training. These factors may affect their academic performance, as well as their relationships with patients and other colleagues.     

Prevalence and predisposing factors of smartphone addiction,sleep quality and daytime sleepiness of nursing students: A cross-sectional design

AimThe current study aimed to determine the prevalence of smartphone addiction, sleep quality and daytime sleepiness of nursing students and to identify the predisposing factors of these parameters.BackgroundThe use of smartphones, which has become an indispensable part of daily life, has various effects on addictive behavior and sleep.DesignThe present study was performed with a cross-sectional design.MethodsThe population of the study comprised of nursing students attending all grades at two universities (N = 940). A total of 771 students were included in the study. Data were collected through a personal information form, the Pittsburgh Sleep Quality Index, the Epworth Sleepiness Scale and the Smartphone Addiction Scale. Logistic regression analysis was used to evaluate the data.ResultsThe prevalence of smartphone addiction was 42.4%. Of the students, 57.3% had poor sleep quality and 82.5% had normal daytime sleepiness. Daily smartphone use duration, owning of a smartphone duration, daytime sleepiness and academic success were significant influencing factors for smartphone addiction (p < 0.05). Daily sleep duration, daytime sleepiness and school region were found significant risk factors for sleep quality (p < 0.05). Sleep quality and smartphone addiction significantly influenced daytime sleepiness (p < 0.05).ConclusionsThe study revealed that almost half of nursing students presented smartphone addiction and more than half of them had poor sleep quality. The prevalence of normal daytime sleepiness among nursing students was high.     

Is there a relationship between nursing students’ smartphone use,their fear of missing out and their care-related behaviour?

AimThis study aims to determine the relationship between smartphone use among intern nursing students, fear of missing out and their care-related behaviour.BackgroundToday, smartphone use is common and fear of missing out is a prominent issue in our society; this behaviour and issue are linked and may lead to adverse consequences. Design: The study is conducted as a cross-sectional design.MethodsThe target population in this research consists of senior nursing students (n = 101). There was no sampling selection and the study was completed with 97 students who agreed to participate in the research. Data were collected with introductory questionnaire forms, the Smartphone Addiction Scale (SAS), the Fear of Missing Out Scale (FoMOs) and the Caring Assessment Questionnaire (Care-Q). The valid and reliable SAS, FoMOs and Care-Q were transformed into online forms and the link was distributed to the participants via online Google forms.ResultsBased on the results of the study, the mean scores were 83.30 ± 2.21 of SAS, 21.56 ± 6.42 for FOMOs and 5.54 ± 0.87 for Care-Q scale. There were statistically significant differences between gender and Care-Q score and between the duration of smartphone use, daily smartphone usage time and SAS score (p < 0.05). There was a weak positive relationship between SAS and FoMOs scale scores, along with a weak negative relationship between the accessibility and comfort sub-dimensions of the SAS and Care-Q scale. Also, the SAS score explains 0.4% of the comfort subscale of the Care-Q scale (p < 0.05).ConclusionsFurther research focusing on nursing students is recommended to identify potential adverse effects created by the use of smartphones and the fear of missing out. In addition, educators are recommended to develop guidelines and prepare new policies for smartphone use to minimise the potential negative effects of smartphone use and fear of missing out on student care behaviour.