Nursing Students’ Readiness For E-Learning Experience Cross-Sectional Study

Abstract

Background The necessity of infusing e-learning into nursing education has grown in the world due to improvements in technology and shifting perspectives in education This study aims to assess e-learning preparedness among nursing students, considering demographic and academic factors.

Design A cross-sectional survey design was employed, involving 290 nursing students from the Faculty of Nursing at Arab American University, Palestine.

Methods Data were collected on technology access, online skills and relationships, motivation, online audio/video comfort, internet discussions, and the importance of online activities for success. Demographic factors, including gender, academic level, age, and GPA, were also examined. Descriptive statistics, ANOVA, and regression analyses were conducted to explore relationships and differences among variables.

Results The study revealed a balanced gender distribution among participants, with a significant representation of second-year students. Most students fell within the 18-23 age range, with diverse academic performance levels. On average, participants demonstrated reasonable technology access, competent online skills, and moderate motivation for e-learning. Gender-related differences were observed in motivation and online audio/video comfort, while academic level was associated with several dependent variables. GPA influenced the perceived importance of online activities for success.

Conclusion  The study explores nursing students' academic and demographic characteristics, revealing that most are female, in their second year, aged 18-20. They show strong involvement in internet discussions, online skills, and technological access. However, gender disparities exist, and further research is needed to understand these factors.