Aim: Cyberloafing, or using the internet for non-academic purposes during study hours, is a common issue that can disrupt students’ focus and hinder their learning and professional growth. Solution-building is an adaptive problem-solving skill that enables individuals to approach challenges effectively, potentially reducing distractions like cyberloafing. This study investigates the relationship between nursing students’ solution-building abilities and their levels of cyberloafing, a behaviour that may hinder academic and professional development. Material and Methods: A descriptive and correlational study was conducted with a sample of nursing students at a university in Türkiye from April to June 2024. The study involved 357 nursing students, with data collected through the Socio-demographic Characteristics Information Form, the Solution Building Inventory, and the Cyberloafing Scale. Ethical approval was obtained from the university’s Social and Human Sciences Research Ethics Committee. Statistical analyses included the Spearman correlation and the Mann-Whitney U test to evaluate relationships and group comparisons.Results: A strong negative correlation was found between the Solution Building Inventory and Cyberloafing Scale scores (r = -0.841, p 0.01), indicating that students with higher solution-building skills tend to have lower levels of cyberloafing. The sample was predominantly female (78.7%), with an average age of 20.78 ± 1.84 years.Conclusions: The study emphasises the importance of promoting solution-oriented thinking in nursing education to mitigate cyberloafing behaviours. Implication for nursing practice: In nursing education, integrating structured solution-building workshops and targeted digital-use management training into early-year courses may help reduce cyberloafing behaviours by strengthening students’ time-management and problem-solving abilities.
Soner et al. (Thu,) studied this question.