Sağlık Bilimleri Öğrencilerinde Çoklu Ekran Bağımlılığı Yaygınlığı ve Psikososyal Etkileri

Abstract

Amaç: Bu çalışma, Sağlık Bilimleri Fakültesi öğrencilerinde çoklu ekran bağımlılığının yaygınlığını ve psikososyal faktörlerle ilişkisini değerlendirmeyi amaçlamıştır.

Gereç ve Yöntemler: Edirne'deki bölümler arasında çok aşamalı tabakalı örnekleme yöntemi kullanılarak kesitsel bir çalışma yürütülmüştür. 0,20'lik etki büyüklüğü, 0,05'lik alfa ve %95'lik güç esas alınarak gerekli örneklem büyüklüğü 480 olarak hesaplanmıştır. Ekran bağımlılığı, Çoklu Ekran Bağımlılığı Ölçeği (ÇEBÖ) kullanılarak, yalnızlık ise RULS-6 ölçeği ile değerlendirilmiştir. Depresyon, anksiyete ve uykusuzluk öz bildirim yoluyla ölçülmüştür. Veriler ki-kare testİ ve lojistik regresyon modelleri kullanılarak analiz edilmiştir.

Bulgular: Toplam 480 öğrenci (ortalama yaş: 20,97±2,07 yıl; %80,60'ı kadın) çalışmaya katılmış olup, çoğunluk hemşirelik (%26,70) ve sağlık yönetimi (%25,80) bölümleridir. En sık kullanılan cihazlar akıllı telefonlarken (%94,40), özellikle sosyal medya kullanımı sıktı (%82,10). ÇEBÖ'ne göre katılımcıların %74,20'si ekran bağımlısı olarak sınıflandırıldı. ÇEBÖ puanları yalnızlıkla anlamlı pozitif bir korelasyon gösterdi (r=0,164, p<0,001). Ekran bağımlılığı, daha uzun günlük ekran süresiyle (OR: 1,94; %95 CI: 1,22–3,07) ve odyoloji öğrencilerine kıyasla hemşirelik öğrencilerinde fazlaydı (OR: 4,55; %95 CI: 1,95–10,62).

Sonuç: Çoklu ekran bağımlılığı sağlık bilimleri öğrencileri arasında oldukça yaygındır ve yalnızlık, artan ekran süresi ve akademik disiplinle ilişkilidir. Bu bulgular, gelecekteki sağlık çalışanlarında daha sağlıklı dijital davranışları teşvik etmek için hedefli stratejilere duyulan ihtiyacı vurgulamaktadır.

Keywords

• Ekran bağımlılığı
• yalnızlık
• psikososyal sorunlar
• üniversite öğrencisi

The Prevalence and Psychosocial Impacts of Multi-Screen Addiction Among Health Science Students

Abstract

Aim: This study aimed to assess the prevalence of multiple screen addiction and its association with psychosocial factors among students of the Faculty of Health Sciences.

Material and Methods: A cross-sectional study was conducted using a multi-stage stratified sampling method across departments in Edirne. Based on an effect size of 0.20, alpha of 0.05, and 95% power, the required sample size was calculated as 480. Screen addiction was evaluated using the Multiple Screen Addiction Scale (MSAS), and loneliness was assessed with the RULS-6 scale. Depression, anxiety, and insomnia were measured via self-report. Data were analyzed using chi-square tests and logistic regression models.

Results: A total of 480 students (mean age: 20.97±2.07 years; 80.60% female) participated, with the largest groups from nursing (26.70%) and health management (25.80%). Smartphones were the most commonly used devices (94.40%), primarily for social media (82.10%). According to MSAS, 74.20% of participants were classified as screen addicts. MSAS scores showed a significant positive correlation with loneliness (r=0.164, p<0.001). Screen addiction was significantly associated with longer daily screen time (OR: 1.94; 95% CI: 1.22–3.07) and being a nursing student compared to audiology students (OR: 4.55; 95% CI: 1.95–10.62).

Conclusion: Multiple screen addiction is highly prevalent among health sciences students and is associated with loneliness, increased screen time, and academic discipline. These findings highlight the need for targeted strategies to promote healthier digital behaviors in future healthcare professionals.

Keywords

• Screen addiction
• loneliness
• psychosocial problems
• university student

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