BMC nursing · 2025
Screen time and stress: understanding how digital burnout influences health among nursing students.
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Ibrahim Rasha Kadri, Khaled Malak, Almansoori Meznah, Almazrouei Maryam, Ashraf Aseel, Alahmedi Shorok Hamed, Hendy Abdelaziz
Аннотация
INTRODUCTION: With the growing reliance on digital platforms in education, nursing students face increasing exposure to screen time and academic pressures. Despite existing research, region-specific studies on how digital burnout predicts psychological health in UAE nursing students are limited.
AIM: The study aimed to assess the correlation between digital burnout and nursing students' general psychological health and identify variables that predict both.
METHODS: This study employed quantitative methods, utilizing correlational and descriptive approaches. The study was conducted during the 2024-2025 academic year and involved a sample of 140 nursing students. Statistical testing encompassed descriptive statistics, correlation analyses, and multiple regression analysis.
RESULTS: The level of digital burnout was high, and general psychological health was moderate. The correlation analysis revealed a positive and significant correlation between students' overall digital burnout scale scores and overall health scores (r = 0.71, p < 0.001). A multivariate regression study identified significant determinants of digital burnout and general psychological health among students. Younger students, those enrolled in over five classes, and nursing students exhibited elevated symptoms of digital burnout. Conversely, the academic level showed no substantial impact. Additionally, digital burnout was a major predictor of poor general psychological health, but other demographic and academic variables were not substantial.
CONCLUSION: This study demonstrates that digital burnout, primarily induced by academic pressures, considerably affects the mental and physical well-being of nursing students. Specific institutional strategies such as fostering digital well-being, modifying course loads, and augmenting mental health support are crucial for safeguarding student wellness and cultivating resilient future nursing professionals.
CLINICAL TRIAL NUMBER: Not applicable.
AIM: The study aimed to assess the correlation between digital burnout and nursing students' general psychological health and identify variables that predict both.
METHODS: This study employed quantitative methods, utilizing correlational and descriptive approaches. The study was conducted during the 2024-2025 academic year and involved a sample of 140 nursing students. Statistical testing encompassed descriptive statistics, correlation analyses, and multiple regression analysis.
RESULTS: The level of digital burnout was high, and general psychological health was moderate. The correlation analysis revealed a positive and significant correlation between students' overall digital burnout scale scores and overall health scores (r = 0.71, p < 0.001). A multivariate regression study identified significant determinants of digital burnout and general psychological health among students. Younger students, those enrolled in over five classes, and nursing students exhibited elevated symptoms of digital burnout. Conversely, the academic level showed no substantial impact. Additionally, digital burnout was a major predictor of poor general psychological health, but other demographic and academic variables were not substantial.
CONCLUSION: This study demonstrates that digital burnout, primarily induced by academic pressures, considerably affects the mental and physical well-being of nursing students. Specific institutional strategies such as fostering digital well-being, modifying course loads, and augmenting mental health support are crucial for safeguarding student wellness and cultivating resilient future nursing professionals.
CLINICAL TRIAL NUMBER: Not applicable.