Nomophobia in Nursing Students: Psychological, Academic, and Clinical Impacts—An Integrative Review

Background/Objectives: Nomophobia, the irrational fear of being without a mobile phone, is increasingly prevalent among university students and has emerged as a concerning form of digital dependence. Among nursing students, this condition is particularly relevant due to the emotional demands and cognitive challenges of healthcare education. Nomophobia has been linked with adverse psychological outcomes, sleep disturbances, and impaired academic and clinical performance. However, existing evidence remains fragmented and lacks an integrated conceptual synthesis. This review aimed to synthesize current evidence on the prevalence, correlates, and outcomes of nomophobia among nursing students. Methods: An integrative review was conducted following Whittemore and Knafl’s methodology and PRISMA guidelines. A systematic search was performed in PubMed, CINAHL, PsycINFO, PsycArticles, and Medline (between 2015 and 2025), supplemented by Google Scholar. Cross-sectional studies and literature focusing on nomophobia in nursing students were included. The primary studies and selected review articles were considered when no overlap with the included primary evidence was identified. Methodological quality appraisal was assessed using validated tools (QuADS and JBI). Results: Twenty-two studies were included (19 cross-sectional and 3 reviews). Four thematic areas emerged: prevalence and severity (50–90% moderate to severe); psychological correlates (anxiety, depression, stress, insomnia, alexithymia, fear of missing out); academic and cognitive outcomes (impaired performance, procrastination, reduced decision-making); and behavioural predictors (excessive smartphone use and emotional dysregulation). The Nomophobia Questionnaire (NMP-Q) was the most frequently used instrument. Conclusions: Nomophobia represents a relevant dimension of the mind–technology relationship in nursing education, with implications for students’ mental health, academic engagement, and clinical readiness. Addressing nomophobia may support healthier learning environments and contribute to the development of emotionally competent and safe future healthcare professionals. However, significant gaps remain, particularly regarding longitudinal evidence and intervention-based approaches.