The Effects of SNS Addiction Tendency and Interpersonal Problems on Nursing Professionalism of Senior Baccalaureate Nursing Students

This study aimed to examine the levels of social networking service(SNS) addiction tendency, interpersonal relationship problems, and nursing professionalism among nursing students, and to identify factors influencing nursing professionalism, with the goal of providing foundational data for developing programs that strengthen professionalism by considering students’media usage habits and social relationships in nursing education. The participants were 119 senior baccalaureate nursing students from two nursing colleges in K province, Korea, all of whom had experienced at least one clinical practice. Data were analyzed using SPSS/WIN 27.0, including descriptive statistics, Independent sample t-tests, one-way ANOVA with Scheffé post-hoc tests, Pearson’s correlation coefficients, and multiple regression analysis. Results showed that nursing professionalism significantly differed according to gender and average daily SNS usage time. Nursing professionalism was negatively correlated with interpersonal problems(r=.194, p=.011), particularly with the subfactor‘oppositional toward others’(r=-.237, p=.009). The factors influencing nursing professionalism were, in order, subfactor‘oppositional toward others’(β=-.497, p=.020) of interpersonal problems, average daily SNS usage time of 2 hours or more(β=-.218, p=.041), and interpersonal problems(β=-.202, p=.049), with a total explanatory power of 32.1%(F=31.87, p< .001). Therefore, to foster the development of nursing professionalism among nursing students, it is necessary to provide education that enhances emotional regulation, communication, and interpersonal skills to alleviate interpersonal problems particularly negative responses such as‘oppositional toward others’as well as self-regulation training to reduce excessive SNS use and promote healthy media attitudes. Through such efforts, the establishment of comprehensive nursing education programs that integrate emotional, social, and cognitive dimensions is required to enable nursing students to build a professional identity and values grounded in positive interpersonal skills.