The effects of self-management skills training provided through the peer education module on problematic internet use and academic procrastination of nursing students: a randomized controlled trial.

The objective of the current research is to assess the effects of self-management skills training provided through the peer education module on problematic internet use and academic procrastination behavior among nursing students. The research was conducted as a pre-test-post-test randomized controlled trial. The sample consisted of nursing students (intervention group: 86; control group: 87) studying at a non-profit university in Istanbul. Academic procrastination and problematic internet use scores were lower in the intervention group at the first month (p = 0.018, d = 0.36; p < 0.01, d = 0.62, respectively), while problematic internet use scores were lower at the third month compared to the control group (p = 0.02, d = 0.47). In addition, problematic internet use and its sub-dimensions differed statistically significantly between the pre-test, first-month, and third-month tests (p = 0.001, f = 0.17; p = 0.005, f = 0.16; p = 0.000, f = 0.17; p = 0.032, f = 0.14, respectively). The self-management skills training provided through the peer education module reduced nursing students' problematic internet use levels, but did not impact their academic procrastination behavior.