Digital use, academic workload, and mental health in health sciences students

Objective: To analyze the relationship between academic workload, non-academic use of electronic devices, and mental health among Medical and Nursing students. Method: A quantitative, longitudinal study with a correlational scope was conducted. The sample consisted of 42 students (15 men and 27 women), aged 19 to 26 years (mean = 22.5). Over a period of 62 consecutive days, a self-designed Digital Time Diary was applied, integrating subjective reports and objective records of electronic device use. Mental health was assessed using the DASS-21 and Emotional Exhaustion scales. Data were analyzed using a multivariate general linear model (GLM), employing Pillai’s Trace, along with univariate analyses. Results: The multivariate model showed marginal statistical significance (Pillai’s Trace = .473; p = .047). Depression exhibited the most consistent association (R² = .709; p = .042), being inversely related to self-care, eating, studying, and physical activity. Stress was associated with leisure, social activities, and work, while no statistically significant associations were identified for anxiety. Conclusion: Students’ mental health is closely linked to time organization, self-care practices, and digital habits, highlighting the need for institutional strategies focused on prevention and the promotion of well-being.