Nurse Educ Pract. 2023 Apr 20;70:103645. doi: 10.1016/j.nepr.2023.103645. Online ahead of print.

ABSTRACT

AIM: To investigate the interrelationships of nomophobia, social media use, attention, motivation, and academic performance among nursing students.

BACKGROUND: There 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.

DESIGN: Cross-sectional design and structural equation modeling (SEM) approach.

METHOD: Students 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.

RESULTS: The 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.

CONCLUSION: Nursing 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.

PMID:37100027 | DOI:10.1016/j.nepr.2023.103645