Exploring the Relationship Between Social Media Addiction and Academic Performance of Nursing Students

Background: The rapid integration of social media into daily life has significantly influenced the academic environment, particularly among nursing students. While social media provides access to educational resources, peer collaboration, and networking opportunities, its excessive use may lead to distraction, poor time management, and decreased academic performance. Understanding this dual impact is essential for developing effective academic and behavioral strategies. Aim: The study aimed to explore the relationship between social media addiction and the academic performance of nursing students. Methodology: There was a quantitative, cross-sectional study on 232 nursing students in Swat; the questionnaires were self-administered. The sample was based on convenience sampling, and the data was analyzed with the help of descriptive and inferential statistics. The chi-square tests were used to determine the relationships between demographic and social media consumption patterns. Results: The findings revealed that 94% of participants perceived social media addiction as negatively affecting their academic performance. Platforms such as WhatsApp and Twitter were identified as beneficial for group learning and collaboration; however, excessive use reduced study time, academic performance, and clinical practice engagement. Social media usage showed significant associations with gender, age, marital status, and year of study. Non-academic usage was higher among male and younger students. Conclusion: Social media's dual role as a learning tool and a source of distraction highlights the need for effective management strategies. Educators should focus on promoting responsible usage and providing support to students, enabling them to balance their academic responsibilities with social media activities.