This study examined the perceived impact of social media on the academic performance of student nurses at Lagos State College of Nursing. The objectives were to explore the relationship between social media use and academic performance, assess the extent of social media usage among student nurses, and identify perceived benefits and drawbacks of social media on their academic outcomes. Employing a crosssectional descriptive research design, primary data were collected via structured questionnaires administered to 173 student nurses selected through simple random sampling. Data were compiled in Microsoft Excel and analyzed using SPSS version 27. Descriptive statistics, including frequency and percentage, summarized the data, while inferential analysis was conducted using chi-square tests at a 0.05 significance level to test the study hypothesis. Results indicated that 99.4% of respondents owned smartphones and engaged with social media daily; the most commonly used platforms were WhatsApp (83.8%), Instagram (51.5%), and Facebook (43.9%). A majority of participants (82.1%) perceived social media as positively influencing their academic performance by improving access to educational resources, fostering collaboration, and enhancing knowledge sharing. Conversely, 67.6% reported that excessive use contributed to distraction, decreased concentration, and procrastination. The study found a statistically significant association (p = 0.006) between social media usage and academic performance among student nurses. Based on these findings, nursing education programs are encouraged to incorporate social media into pedagogical strategies, emphasize responsible use through digital literacy training, and offer guidance on effective time management. In conclusion, social media exerts a significant influence on student nurses’ academic performance; purposeful engagement promotes learning and collaboration, whereas excessive use undermines focus. Structured and academically-oriented use of social media can enhance academic achievement and professional growth in nursing students