Problematic internet use and psychological distress among student nurses: The mediating role of coping skills

Abstract

Problematic internet use has become a growing concern among student nurses, posing potential risks to their well-being and academic performance. Yet, the extent to which coping skills can help alleviate the adverse effects of problematic internet use on the psychological well-being of student nurses remains largely understudied. This study examined the mediating role of coping skills in the relationship between problematic internet use and psychological distress among student nurses. This cross-sectional study was conducted to collect data from 279 student nurses enrolled in a public-funded nursing school. Mediation analyses were conducted using the PROCESS Macro with Model 4. Findings showed that student nurses reported moderate levels of problematic internet use with a mean score of 2.233 (SD = 0.765). Several factors strongly predicted problematic internet, including being on the 3rd year of education (β = −0.261, p < 0.001), having an average academic performance (β = 0.184, p = 0.006), and using the internet for <3 h per day (β = −0.304, p < 0.001). Problematic internet use was significantly associated with increased psychological distress (β = 0.1791, p < 0.01). Coping skills were found to mediate the relationship between problematic internet use and psychological distress (β = 0.0160, SE = 0.0095). Overall, this study sheds light on the determinants of problematic internet use among student nurses and its negative impact on psychological well-being. By addressing problematic internet use and promoting healthy coping mechanisms, nursing education can better prepare student nurses to maintain their well-being and academic performance in the digital age.