Nursing Students' Perceptions of Learning Modalities: A Comparative Study

Abstract

Background: The rapid integration of e-learning, accelerated by the COVID-19 pandemic, has transformed nursing education. Understanding nursing students' perceptions, readiness, and preferences for different learning modalities is crucial for developing effective educational strategies.

Aim: This study aimed to assess nursing students' preferences for learning modalities (face-to-face, online, and integrated), explore the relationship between their e-learning readiness and perceived stress, and identify influencing demographic and technological factors.

Methods: A cross-sectional study was conducted using a purposive sample of 83 nursing students from the University of Kufa. Data were collected via a structured online questionnaire comprising four sections: demographic details, e-learning-related characteristics, an e-learning readiness scale, and the Perceived Stress Scale (PSS). Descriptive statistics and multivariable multinomial logistic regression were used for analysis.

Results: The findings revealed a preference for traditional face-to-face education (57.8%) over online education (42.2%) when given a direct choice. However, integrated education was the most favored model (78.3%) when compared solely to online education. Visual, active, and sequential learning styles were predominant. Key challenges included a lack of stable electricity (57.8%) and dedicated study space (41%). A significant association was found between employment status, working hours, and learning preferences, while no significant links were found with gender or academic achievement.

Conclusion: While students value the flexibility of digital tools, there is a strong preference for learning models that incorporate personal interaction. Nursing education programs should adopt a blended (integrated) approach, supported by institutional investments in reliable infrastructure and training for both educators and students to ensure the sustainable and effective implementation of e-learning.