Perception of Supporting Factors, Satisfaction, and Barriers to E-learning in Nursing Process and Clinical Decision-Making Course Among Second-Year Nursing Students

Abstract

This research aimed 1) to examine second-year nursing students’ perceptions of supporting factors for e-learning; 2) to investigate their satisfaction with e-learning; and 3) to describe their perceived barriers to e-learning in the Nursing Process and Clinical Decision-Making course. The sample comprised 187 second-year nursing students enrolled in the course during the first semester of the 2025 academic year. Participants were selected using purposive sampling. The research instruments consisted of: 1) a personal information questionnaire; 2) a questionnaire on perceptions of supporting factors and satisfaction with e-learning; and 3) open-ended questions on perceived barriers to e-learning. The overall reliability coefficient of the questionnaire was .97. Data were analyzed using descriptive statistics and content analysis. The results showed that perceptions of supporting factors for e-learning were at the highest level in three dimensions: perceived usefulness (M = 4.54), course content quality (M = 4.52), and service quality (M = 4.30). Overall satisfaction with e-learning was also at the highest level (M = 4.31). The major barriers to e-learning included slow and unstable internet connections, inadequate learning devices, poor-quality instructional media, communication difficulties between students and instructors, students’ self-management and health-related problems, an unstable e-learning system, insufficient technical support staff, and unsuitable learning environments.