Abstract：
BACKGROUND: Nomophobia becoming widespread can have negative effects on the psychology of nursing students, who are the nurses of the future. Yet, the psychological well-being of the nursing group dealing with human health is essential for psychologically supporting the individuals they care for and reducing the potential for errors in nursing care. Therefore, it is necessary to determine nomophobia in nursing students and examine its relationship with psychological states.
OBJECTIVE: This research was conducted to determine the effect of nomophobia levels on depression, anxiety and stress levels of nursing students.
METHODS: The descriptive and correlational research was completed with 544 nursing students. Data were collected using the Data Collection Form, Nomophobia Scale, Depression, Anxiety and Stress Scale (DASS-21) and analysed using descriptive statistics, Kolmogorov-Smirnov, Shapiro-Wilk, Spearman, Mann-Whitney U and Kruskal-Wallis tests. p < 0.05 was considered statistically significant.
RESULTS: The students\' mean age was 21.10 ± 1.32. Their mean nomophobia score was 102.51 ± 27.06. 65.6% had depression, 66.2% had anxiety, and 35.8% had stress at different levels. A relationship was found between the students\' nomophobia mean scores and their depression, anxiety and stress subscale scores (p < 0.001).
CONCLUSIONS: The students\' nomophobia levels were high. As students\' nomophobia levels increased, their depression, anxiety and stress levels increased. Our recommendation is to inform nurses about nomophobia, support conscious phone use, and direct students affected by nomophobia to relevant units. Our recommendation is to inform nursing students about nomophobia, direct students affected by nomophobia to relevant units, and support their participation in activities that will raise awareness among students.
OBJECTIVE: This research was conducted to determine the effect of nomophobia levels on depression, anxiety and stress levels of nursing students.
METHODS: The descriptive and correlational research was completed with 544 nursing students. Data were collected using the Data Collection Form, Nomophobia Scale, Depression, Anxiety and Stress Scale (DASS-21) and analysed using descriptive statistics, Kolmogorov-Smirnov, Shapiro-Wilk, Spearman, Mann-Whitney U and Kruskal-Wallis tests. p < 0.05 was considered statistically significant.
RESULTS: The students\' mean age was 21.10 ± 1.32. Their mean nomophobia score was 102.51 ± 27.06. 65.6% had depression, 66.2% had anxiety, and 35.8% had stress at different levels. A relationship was found between the students\' nomophobia mean scores and their depression, anxiety and stress subscale scores (p < 0.001).
CONCLUSIONS: The students\' nomophobia levels were high. As students\' nomophobia levels increased, their depression, anxiety and stress levels increased. Our recommendation is to inform nurses about nomophobia, support conscious phone use, and direct students affected by nomophobia to relevant units. Our recommendation is to inform nursing students about nomophobia, direct students affected by nomophobia to relevant units, and support their participation in activities that will raise awareness among students.
摘要：
背景：恐惧症的广泛传播会对护理专业学生的心理产生负面影响，谁是未来的护士。然而，处理人类健康的护理小组的心理健康对于在心理上支持他们所关心的个人并减少护理错误的可能性至关重要。因此,有必要确定护生的恐惧症，并检查其与心理状态的关系。
目的：这项研究旨在确定恐惧症水平对抑郁症的影响，护理专业学生的焦虑和压力水平。
方法：对544名护生进行描述性和相关性研究。使用数据收集表单收集数据，恐惧症量表，抑郁症,焦虑和压力量表(DASS-21)，并使用描述性统计进行分析，科尔莫戈罗夫-斯米尔诺夫,夏皮罗-威尔克,斯皮尔曼,Mann-WhitneyU和Kruskal-Wallis测试。p<0.05被认为是统计学上显著的。
结果：学生的平均年龄为21.10±1.32。他们的平均恐惧症评分为102.51±27.06。65.6%有抑郁症,66.2%有焦虑，35.8%有不同程度的应激。发现学生的恐惧症平均得分与他们的抑郁之间存在关系，焦虑和压力子量表评分(p<0.001)。
结论：学生的恐惧症水平很高。随着学生恐惧症程度的提高，他们的抑郁,焦虑和压力水平增加。我们的建议是让护士了解恐惧症，支持有意识的电话使用，并将受恐惧症影响的学生引导到相关单位。我们的建议是让护生了解恐惧症，将受恐惧症影响的学生直接送往相关单位，并支持他们参与提高学生意识的活动。
目的：这项研究旨在确定恐惧症水平对抑郁症的影响，护理专业学生的焦虑和压力水平。
方法：对544名护生进行描述性和相关性研究。使用数据收集表单收集数据，恐惧症量表，抑郁症,焦虑和压力量表(DASS-21)，并使用描述性统计进行分析，科尔莫戈罗夫-斯米尔诺夫,夏皮罗-威尔克,斯皮尔曼,Mann-WhitneyU和Kruskal-Wallis测试。p<0.05被认为是统计学上显著的。
结果：学生的平均年龄为21.10±1.32。他们的平均恐惧症评分为102.51±27.06。65.6%有抑郁症,66.2%有焦虑，35.8%有不同程度的应激。发现学生的恐惧症平均得分与他们的抑郁之间存在关系，焦虑和压力子量表评分(p<0.001)。
结论：学生的恐惧症水平很高。随着学生恐惧症程度的提高，他们的抑郁,焦虑和压力水平增加。我们的建议是让护士了解恐惧症，支持有意识的电话使用，并将受恐惧症影响的学生引导到相关单位。我们的建议是让护生了解恐惧症，将受恐惧症影响的学生直接送往相关单位，并支持他们参与提高学生意识的活动。
