Growing challenges in nursing education: prevalence and mediating role of computer vision syndrome in the relationship between visual fatigue and sleep disturbance among nursing students

The digital transformation of nursing education has heightened screen exposure, raising concerns about Computer Vision Syndrome (CVS), visual fatigue, and sleep disturbances. However, the mediating role of CVS in linking visual fatigue to sleep quality remains underexplored in this population. To investigate the prevalence of CVS, visual fatigue, and sleep disturbances, and to explore CVS as a mediator between visual fatigue and sleep quality among nursing students. A cross-sectional study involving 214 nursing students was conducted. Data was collected using validated tools: the Computer Vision Syndrome Questionnaire, Visual Fatigue Scale, and Sleep Quality Scale. Descriptive statistics, Pearson’s correlation, linear regression, and path analysis were employed for analysis. CVS prevalence was 50.9%, with moderate visual fatigue (mean = 18.06) and sleep disturbances (mean = 33.66). CVS and visual fatigue were strongly correlated (r = 0.675, p < 0.001) and positively associated with sleep disturbances (r = 0.455 and r = 0.436, respectively, p < 0.001). Path analysis indicated that CVS directly affected sleep quality (β = 0.296, B = 0.816, p < 0.001) and visual fatigue directly affected CVS (β = 0.675, B = 0.315, p < 0.001). The indirect effect of visual fatigue on sleep quality via CVS was also significant (β = 0.200, B = 0.257, p < 0.001). Computer Vision Syndrome (CVS) and visual fatigue significantly affect sleep quality among nursing students, with CVS partially mediating this relationship. These findings highlight the workplace health implications of digital learning in nursing education, emphasizing the need for interventions to reduce digital eye strain and improve sleep quality in this population. This study enhances the understanding of how Computer Vision Syndrome (CVS) and visual fatigue influence sleep disturbances among nursing students, highlighting the mediating role of CVS in this relationship. It underscores the importance of addressing digital eye strain and visual fatigue to improve sleep quality and overall well-being in nursing education. The findings suggest that nursing educators and healthcare policymakers should prioritize interventions to reduce CVS and visual fatigue. Implementing preventive measures could mitigate the negative effects of prolonged screen use on sleep quality, ultimately enhancing academic performance and patient care. (STROBE) checklist was used for reporting current study. No patient or public contribution was involved in this study. This study highlights the mediating role of Computer Vision Syndrome (CVS) in the relationship between visual fatigue and sleep disturbances among nursing students. It emphasizes the need for interventions to address digital eye strain and visual fatigue, which are critical for improving sleep quality and overall well-being in nursing education. The findings are relevant to the global clinical community, as they underscore the importance of promoting digital ergonomics and screen time management, particularly in healthcare education and practice settings where digital device use is prevalent. •Prolonged screen use is associated with Computer Vision Syndrome (CVS), visual fatigue, and sleep disturbances. •Nursing students, due to their reliance on digital devices for academic and clinical tasks, are particularly vulnerable to these issues. •The mechanisms linking CVS and visual fatigue to sleep disturbances remain underexplored, especially in the context of nursing education. •Nursing educators and healthcare policymakers should prioritize interventions to reduce CVS and visual fatigue, such as promoting digital ergonomics, screen time management, and awareness campaigns. •Implementing preventive measures, such as regular screen breaks, proper lighting, and blue light filters, could mitigate the negative effects of prolonged screen use on sleep quality. •These findings are particularly relevant for nursing education programs, where digital device use is integral to learning and clinical training. By addressing these issues, this study contributes to the global clinical community by providing actionable insights to improve the health and well-being of nursing students, who are essential to the future of healthcare delivery.