Navigating the new normal: understanding the impact of COVID-19 on e-learning readiness among nursing students in Saudi Arabia: a cross-sectional study.

The COVID-19 pandemic accelerated a sudden transition to e-learning, creating challenges for nursing education, which relies heavily on clinical and practical training. This study examined male nursing students' fear of COVID-19, their e-learning readiness, and the relationship between these variables in Saudi Arabia. A cross-sectional survey was conducted among 110 male nursing students from multiple Saudi universities. Data were collected using the Fear of COVID-19 Scale (FCoV-19 S) and an e-learning readiness questionnaire covering five domains. Descriptive statistics, Cronbach's alpha reliability testing, Rasch logit transformation, Pearson's correlation, and multiple linear regression were performed. The mean Fear of COVID-19 score was 21.7 ± 6.3 (α = 0.86). The mean overall e-learning readiness score was 112.5 ± 18.7 (α = 0.962), with the highest subscale scores in computer self-efficacy and motivation, and the lowest in online communication. Fear of COVID-19 demonstrated a significant negative correlation with e-learning readiness (r = - 0.34, p < 0.01). Regression analysis confirmed that fear of COVID-19 was a significant negative predictor of readiness (β = - 0.31, p = 0.002), explaining 12% of the variance. Fear of COVID-19 had a measurable negative impact on e-learning readiness among Saudi nursing students, particularly affecting motivation and self-directed learning. Although internal reliability of the instruments was excellent, formal cultural validation procedures were not conducted. As the sample included only male participants, generalizability is limited. Institutions should integrate psychological support, skill-building strategies, and enhanced digital infrastructure to strengthen readiness for future academic disruptions.