Digital Distraction in Nursing Education: Prevalence of Smartphone Use and Its Association with Classroom Distraction Among Undergraduate Nursing Students in Pakistan

Abstract

Background: The widespread adoption of smartphones among university students has transformed educational environments by providing immediate access to digital resources and communication platforms. However, frequent smartphone use during classroom sessions may contribute to digital distraction, reduced attention, and diminished academic engagement, particularly in professional disciplines such as nursing where sustained concentration is essential for learning complex theoretical concepts. Objective: To determine the prevalence of smartphone use during lectures and examine its association with classroom distraction among undergraduate nursing students in Mirpurkhas, Pakistan. Methods: A cross-sectional analytical study was conducted among 272 undergraduate nursing students from three nursing institutes in Mirpurkhas, Sindh. Data were collected using a structured self-administered questionnaire assessing demographic characteristics, frequency of smartphone use during lectures, percentage of class time spent using mobile devices, and levels of classroom distraction measured on a five-point Likert scale. Descriptive statistics were used to summarize frequencies and percentages. Chi-square test, Spearman rank correlation, and binary logistic regression were performed using SPSS version 26 to examine the relationship between smartphone use and classroom distraction, with a significance level set at p < 0.05. Results: Smartphone use during lectures was highly prevalent, with 43.0% of students reporting using their phones 1–10 times per class and 28.3% reporting more than 30 uses per session. A significant association was found between smartphone use frequency and classroom distraction (χ² = 27.11, p = 0.007). Spearman correlation indicated a positive but weak relationship between phone use and distraction levels (r = 0.231, p < 0.001). Logistic regression analysis demonstrated that increased smartphone use significantly predicted higher classroom distraction (OR = 1.37, 95% CI: 1.11–1.69, p = 0.003). Conclusion: Smartphone use during classroom sessions is common among nursing students and is significantly associated with increased classroom distraction. Implementing structured institutional policies and promoting responsible smartphone use may help reduce digital distractions and improve student engagement in nursing education.