PURPOSE Distance learning describes any learning based on the use of new multimedia technologies and the internet to allow students to acquire new knowledge and skills at a distance. This study aimed to determine satisfaction levels with distance learning and associated factors among nursing and health technician students during the coronavirus disease 2019 pandemic in Morocco. METHODS An descriptive study was conducted between April and June 2022 among nursing and health technician students using a self-administered instrument. The student satisfaction questionnaire consists of 24 questions categorized into 6 subscales: instructor, technology, course setup, interaction, outcomes, and overall satisfaction. It was based on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Univariate and multivariate logistic regression analyses were conducted to identify factors associated with student satisfaction during distance learning. RESULTS A total of 330 students participated in this study, and 176 students (53.3%) were satisfied with the distance learning activities. A mean score higher than 2.8 out of 5 was obtained for all subscales. Multiple regression analysis showed that students’ year of study (adjusted odds ratio [aOR], 2.34; 95% confidence interval [CI], 1.28–4.27) and internet quality (aOR, 0.47; 95% CI, 0.29–0.77) were the significant factors associated with students’ satisfaction during distance learning. CONCLUSION This study highlights the satisfaction level of students and factors that influenced it during distance learning. A thorough understanding of student satisfaction with digital environments will contribute to the successful implementation of distance learning devices in nursing.

中文翻译：

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摩洛哥 COVID-19 大流行期间影响护理和卫生技术人员学生对远程学习满意度的因素：一项描述性研究

目的远程学习描述了任何基于使用新的多媒体技术和互联网的学习，让学生在远处获得新的知识和技能。本研究旨在确定 2019 年摩洛哥冠状病毒病大流行期间护理和卫生技术人员学生对远程学习的满意度和相关因素。方法 在 2022 年 4 月至 2022 年 6 月期间，使用自我管理仪器对护理和卫生技术员学生进行了一项描述性研究。学生满意度调查问卷包括 24 个问题，分为 6 个分量表：教师、技术、课程设置、互动、结果和总体满意度。它基于 5 点李克特量表，范围从 1（非常不同意）到 5（非常同意）。进行了单变量和多变量逻辑回归分析，以确定与远程学习期间学生满意度相关的因素。结果共有330名学生参加了本次研究，其中176名学生（53.3%）对远程学习活动表示满意。所有子量表的平均得分都高于 2.8 分（满分 5 分）。多元回归分析表明，学生的学习年限（调整后的比值比 [aOR]，2.34；95% 置信区间 [CI]，1.28–4.27）和互联网质量（aOR，0.47；95% CI，0.29–0.77）是影响因素远程学习期间与学生满意度相关的重要因素。结论 本研究强调了远程学习期间学生的满意度和影响满意度的因素。