Satisfaction and Barriers to Online Learning among Omani Undergraduate Nursing Students: A cross-sectional study

This study aimed to assess Omani nursing students' satisfaction with online learning and perceived barriers that may hinder the seamless integration of online theory courses into the nursing curriculum.

This descriptive cross-sectional study was administered to nursing students at Sultan Qaboos University, Muscat, Oman, in the Spring 2024 semester. The 34-item Distance Education Learning Environment Survey and the 22-item Barriers to Online Learning Scale were used. Descriptive statistics and t-tests/ANOVA examined associations.

A total of 155 respondents were included (response rate = 73.1%); most respondents were female (n = 126, 81.3%), aged 18- 22 years (n = 122, 78.7%) and reported high satisfaction (n = 150, 96.8%) with a mean ± standard deviation score of 113.58 ± 24.20. Instructor support and peer interaction scored highest, while active and authentic learning scored lowest. The mean barrier score was 66.90 ± 16.74; e-learning logistics were the most frequent obstacles. Higher barriers were associated with younger age, regular Bachelor of Science in Nursing track and poor internet quality.

Enhancing active, authentic learning opportunities and ensuring reliable connectivity may improve online-learning effectiveness and clinical readiness.