A Multisite Survey of E-learning Readiness and Academic Performance among Nursing Students in Saudi Arabia

Abstract

Introduction: Determining students’ readiness for e-learning is critical to implementing more effective education and performance. Nursing education in Saudi Arabia continues to struggle with a shortage of technical tools to enable teaching and acquiring critical nursing skills. Aim: To assess the level of e-learning readiness and academic performance and their association in nursing students and to determine the factors associated with e-learning readiness and academic performance. Materials and Methods: A cross-sectional, multisite study was conducted on a convenience sample of nursing students (N = 139) attending nursing programs from multiple public and private universities in Saudi Arabia. A structured questionnaire was used for data collection from May 2020 to August 2020. Multivariate analyses were run using Statistical Package for Social Sciences (SPSS). Results: The mean age of the study participants was 27.3±6.34 years. The total average of e-learning readiness was 4.16 (SD=0.54). Bivariate analyses showed that age was associated with both e-learning readiness (r=0.175, p=0.03) and academic performance (r=0.341, p<0.001). Employment status, level of education, and previous experience with e-learning displayed significant association with e-learning readiness (p<0.05). In multivariate analyses, only previous experience with e-learning had positively influence on students e-learning readiness (b=0.188, p<0.05). Technology access subscale (b=0.206, p<0.05) and level of education (b=0.323, p<0.05) had both positive impacts on students’ academic performance. Conclusion: The e-learning readiness score was high among the nursing students, especially if they were employed or had previous experience with it. Access to technology improved students’ academic performance. The current e-learning mechanism may need some developments in order to meet students’ different needs.