Understanding the experiences of nursing students in the context of telenursing in Saudi Arabia: a cross-sectional study
BMC Med Educ. 2025 May 5;25(1):650. doi: 10.1186/s12909-025-07263-y.
ABSTRACT
BACKGROUND: In nursing education, telenursing presents many challenges that contribute to psychological distress among nursing students. Understanding these challenges is essential for improving learning outcomes and student well-being. This study aimed to examine factors contributing to psychological distress among nursing students engaged in telenursing, as well as the possible relationships between these factors.
METHODS: This cross-sectional study was conducted with a purposive sample of 204 students. A structured questionnaire was distributed to collect data from the nursing students. Using SPSS (version 28), uni-, bi-, and multivariate analyses were performed to explore the relationships between variables.
RESULTS: Most participants reported moderate knowledge (mean: 7.77, standard deviation [SD]: 1.95; range: 0-10), attitudes (mean: 37.15, SD: 6.70; range: 12-50), and psychological distress (mean: 14.09, SD: 3.99; range: 6-24) related to telenursing. Significant differences were found in access to computers and distress levels (p = 0.016). Attitude was negatively related to psychological distress (r = -0.207, p = 0.003) and positively associated with knowledge (r = 0.295, p < 0.001). In the regression analysis, the models for knowledge, attitude, and psychological distress were significant (p < 0.05).
CONCLUSIONS: This study highlights the need for educators to foster a learning environment that supports student success and well-being. Implementing technology training programs, encouraging positive attitudes toward telenursing, and developing strategies to reduce distress are recommended. Future interventional studies should focus on improving nursing education and practice while fostering a supportive environment.
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