Abstract
BACKGROUND: As we advance into the digital era, the latest challenge in smartphone technology is integrating artificial intelligence applications, which have recently been incorporated into learning environments. However, the intensified engagement with these devices has raised concerns about potential issues among nursing students. This study aimed to assess the relationship between Smartphone Dependency, Digital Amnesia, and Somatic Symptoms among nursing students who face Artificial Intelligence challenges. METHOD: A cross-sectional study was conducted in three public and three governmental universities in Egypt from July 1st to July 31st. A convenient sample of 495 nursing students participated in the study. Four instruments were used for data collection: The artificial intelligence usage questionnaire, the digital amnesia scale, the test of mobile phone dependence (TMD), and the somatic symptom scale-88 (SSS-88). RESULTS: The findings indicated a prevalence of low to moderate smartphone dependency, moderate digital amnesia, and a very high level of somatic symptoms among nursing students. Besides, AI usage and smartphone dependency had a statistically significant relation. As well, there was a statistically significant relation between smartphone dependency and both digital amnesia and somatic symptoms, P-value > 0.001. CONCLUSION: The findings revealed that the role of AI presented challenges among nursing students and indicated a statistically significant relation between AI usage and smartphone dependency among nursing students (P < 0.000). Additionally, there was a statistically significant relation between smartphone dependency and both digital amnesia and somatic symptoms (P < 0.001, P < 0.000), respectively. RECOMMENDATIONS: The findings of this study highlight the crucial role of key stakeholders, particularly nursing educators, in implementing targeted educational interventions. These include integrating digital well-being into nursing curricula and promoting practices such as digital breaks/digital detox periods in the classroom. Such strategies aim to encourage mindful smartphone use and help prevent comorbidities like dependency, digital amnesia, and somatic symptoms. CLINICAL TRIAL NUMBER: Not applicable.