Impact and perceptions of distance learning among undergraduate nursing students: An exploratory cross-sectional study in Saudi Arabia

Abstract

The COVID-19 pandemic necessitated the rapid adoption of e-learning in education. Nursing students, unprepared for this shift, faced unique challenges. This study explored these challenges and influencing factors using a 53-item questionnaire completed by 184 nursing students in Saudi Arabia. Data was analyzed with SPSS version 21 at a 0.05 significance level. Most students (71%) showed positive attitudes towards e-learning, finding it useful (mean score: 3.26±0.88), with links to self-efficacy (mean score: 3.04±0.82) and time-management (mean score: 3.39±0.73). Barriers included inadequate infrastructure and technical support (mean score: 3.14±1.3), lack of training (mean score: 3.03±1.3), and poor internet connections (mean score: 3.92±1.3). Students reported uneasiness (mean score: 2.77±1.5), confusion (mean score: 2.64±1.4), stress, and nervousness (mean score: 2.55±1.4). Younger students and females showed more positive attitudes towards e-learning (p-values < 0.01 and < 0.001, respectively). Despite positive attitudes, anxiety due to lack of training and infrastructure readiness persisted. Addressing these issues is crucial to enhance the effectiveness of e-learning.