The integration of digital technology in nursing education has transformed learning environments, influencing both student engagement and potential distractions. This study examined the relationship between technological access, learning engagement, and digital distraction among nursing students. A descriptive–correlational–predictive design was employed, involving 103 Level 3 and Level 4 nursing students enrolled during the Academic Year 2025–2026. Data were collected using a structured questionnaire and analyzed using descriptive statistics, Pearson correlation, and regression analysis. Results revealed that students demonstrated high levels of technological access and learning engagement, alongside moderate levels of digital distraction. Significant relationships were found between technological access and learning engagement (r = 0.370, p < .001), technological access and digital distraction (r = 0.338, p < .001), and learning engagement and digital distraction (r = 0.617, p < .001). Regression analysis showed that technological access and learning engagement significantly predicted digital distraction (R² = 0.395, p < .001). These findings highlight the dual role of technology in enhancing learning while contributing to distraction. The study proposes an enhancement program framework to promote responsible technology use and optimize student engagement in nursing education.