Kisacik,O.G.Sonmez,M.Ozdas,A.Nursing2024-07-052024-07-05202301302-648810.17718/tojde.10770872-s2.0-85146331490https://doi.org/10.17718/tojde.1077087It is known that the students’ attitudes toward e-learning are an important factor in achieving the targeted learning achievement. The aim of the study was to determine the relationship between attitudes toward e-learning and the academic achievements. This cross-sectional and correlational study was conducted with a total of 135 first-year nursing students. Data were collected via Student Information Form, General Attitudes toward E-Learning Scale, Vital Signs Skills Laboratory Practice Assessment Videos. Two-Way ANOVA, Pearson correlation analysis, multiple linear regression analysis were used to analyze the data. The total mean score of the first-year NSs’ general attitude scale toward e-learning was found to be 52.58±15.93. A statistically negative correlation was found between the “avoidance of e-learning” factor and the NSs’ vital signs skills general achievement scores (r= -0.185; p=.035). Gender (β1= 5.399, p= 0.001), receiving adequate counseling and help on using the e-learning platform (β1= 4.895, p= 0.022) and avoidance of e-learning (β1= -0.222 p= 0.046) explained 20.9% of the variance in vital signs overall achievement score. The results showed that negative attitudes and negative satisfaction with e-learning may lead to a decrease in e-learning academic achievement. © 2023,Turkish Online Journal of Distance Education.All Rights Reserved.eninfo:eu-repo/semantics/openAccessAcademic achievementAttitudeE-learningEmergency remote learningNursing skill educationArticleQ2241129144