THE IMPACT OF DAILY SCREEN TIME ON ACADEMIC PERFORMANCE AMONG UNDERGRADUATE NURSING STUDENTS

Abstract

Background
The rapid increase in digital device usage among students has raised concerns about its impact on academic achievement. Nursing students, in particular, are at risk as they balance rigorous academic demands with high exposure to screens for both academic and non-academic purposes.

Aim
This study aimed to examine the relationship between daily screen time and academic performance among undergraduate nursing students in Swat, Pakistan.

Methods
A cross-sectional descriptive design was employed, with 286 undergraduate nursing students selected through simple random sampling from multiple nursing colleges. Data were collected using a structured, self-administered questionnaire consisting of demographic details, average daily screen time, and academic performance indicators (Grade Point Average [GPA] and recent examination scores). Ethical approval and informed consent were obtained. Data were analyzed using SPSS version 25, employing descriptive statistics and Pearson correlation to assess associations, with significance set at p < 0.05.

Results
The majority of students (49.7%) reported 4–6 hours of daily screen use, with a mean of 5.3 ± 2.1 hours. The mean GPA was 3.02 ± 0.38, while the average exam score was 70.8 ± 9.7. Pearson correlation revealed a significant negative association between daily screen time and GPA (r = -0.312, p < 0.05), as well as between screen time and exam scores (r = -0.285, p < 0.05). A moderate positive correlation was observed between GPA and exam scores (r = 0.541, p < 0.01).

Conclusion
Excessive daily screen time was negatively associated with academic performance among nursing students. Interventions promoting balanced screen use and structured academic engagement are recommended.