Online Learning Modalities In Undergraduate Nursing Education: Competencies, Challenges, and Opportunities Among Nursing Students

Abstract

Online learning has reshaped nursing education, requiring evaluation of students’ competencies, challenges, opportunities, preparedness, and readiness for professional clinical practice. The study used a quantitative descriptive-correlational and comparative design among 214 Level 2–4 nursing students selected through stratified random sampling from a nursing institution in Sampaloc, Manila. Data were gathered using a researcher-developed, three-part questionnaire with a four-point Likert scale covering demographics, 11 core competencies, and online learning challenges and opportunities. Students strongly demonstrated all 11 core competencies, with overall medians of 4.00. Online learning challenges were generally rated as significant, particularly technological barriers, motivation, resource availability, and academic performance. Participation and motivation were significantly related to resource management and communication, while academic-performance impact related to legal, ethical, and communication competencies. Selected differences emerged across age, sex, device use, and socioeconomic status overall. Online learning effectively supported cognitive, digital, ethical, research, communication, and collaborative competencies, but could not fully replace laboratory and clinical instruction. A competency-based blended approach is therefore necessary to sustain strengths while effectively addressing technological, motivational, academic, and clinical limitations. Nursing institutions should enhance mobile-responsive learning, virtual simulations, telehealth activities, electronic documentation, interactive teaching, timely feedback, technical support, peer mentoring, and supervised face-to-face clinical practice for equitable competency development outcomes.