Abstract
OBJECTIVES: 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. METHODS: 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. RESULTS: 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. CONCLUSION: Enhancing active, authentic learning opportunities and ensuring reliable connectivity may improve online-learning effectiveness and clinical readiness.