ArticlesNursing Students' Dissatisfaction With Course Organization and Student Engagement in Remote Learning 1 Year Post-COVID-19 RestrictionsBowser, Amy S. PhD, MEd; Kazakoff, Megan A. BSN, RN; Scott, Paul W. PhD; Dunbar-Jacob, Jacqueline PhD, RN, FAAN Author Information Director (Dr Bowser), Center for the Scholarship of Teaching and Learning in Nursing Education, University of Pittsburgh School of Nursing, Pennsylvania; and PhD candidate (Ms Kazakoff), Assistant Professor (Dr Scott), and Dean and Distinguished Service Professor of Nursing (Dr Dunbar-Jacob), University of Pittsburgh School of Nursing, Pennsylvania. Correspondence: Dr. Bowser, Center for the Scholarship of Teaching and Learning in Nursing Education, University of Pittsburgh School of Nursing, 370 Victoria Bldg, 3500 Victoria St, Pittsburgh, PA 15213 ([email protected]). The authors thank Laura Fennimore, DNP, RN, NEA-BC, FAAN. The authors declare no conflicts of interest. Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's website (www.nurseeducatoronline.com). Accepted for publication: January 1, 2022 Early Access: February 2, 2022 Cite this article as: Bowser AS, Kazakoff MA, Scott PW, Dunbar-Jacob J. Nursing students' dissatisfaction with course organization and student engagement in remote learning 1 year post-COVID-19 restrictions. Nurse Educ. 2022;47(3):E68-E72. doi:10.1097/NNE.0000000000001175 Nurse Educator: May/June 2022 - Volume 47 - Issue 3 - p E68-E72 doi: 10.1097/NNE.0000000000001175 Buy SDC Metrics Abstract Background: Undergraduate and doctoral nursing students enrolled in face-to-face (F2F) learning transitioned abruptly to remote learning in March 2020. Few studies have focused on these nursing students' satisfaction with remote learning a year after the unplanned transition. Purpose: Undergraduate and doctoral students' satisfaction with remote and F2F learning regarding course organization and student engagement were examined. Methods: A cross-sectional descriptive study was conducted among 522 nursing students at a research intensive university in the eastern United States. Survey data were analyzed with an analysis of variance to compare students' remote and F2F learning satisfaction within the undergraduate and doctoral programs. Results: Results indicated that nursing students who enrolled in F2F learning preferred F2F to remote learning (P < .001). Differences in satisfaction existed among programs (P = .035) and among undergraduate class levels (P < .001). Conclusion: It is essential to learn why nursing students were dissatisfied with remote learning to improve these types of learning experiences in the future. © 2022 Wolters Kluwer Health, Inc. All rights reserved.