<![CDATA[The emergency transition to remote teaching during the COVID-19 pandemic presented unique pedagogical challenges for vocational nutrition education, which relies heavily on psychomotor skill acquisition and direct laboratory practical learning. This study evaluated the implementation of emergency online learning in the Diploma 3 Nutrition Study Program at Poltekkes Kemenkes Tasikmalaya during the Even Semester of the 2019/2020 Academic Year to inform future blended learning strategies. Utilizing a mixed-methods cross-sectional evaluative design grounded in an integrated Kirkpatrick and CIPP evaluation framework, a census survey was conducted among all active students (N = 116, 100% response rate) using a validated 29-item electronic instrument. Quantitative data were analyzed using descriptive statistics, while open-ended responses underwent thematic analysis. Students exhibited general technological readiness, spending an average of IDR 35,000–41,000 weekly on internet data. However, instructional delivery was sub-optimal for psychomotor laboratory sessions and community field practice supervision. While cognitive knowledge transfer was maintained, practical skill acquisition suffered due to key operational friction: excessive faculty task loads, network instability, and digital fatigue. Students expressed a strong preference for a balanced hybrid model combining synchronous and asynchronous modalities with engaging instructional media. Emergency online teaching preserved theoretical continuity but proved insufficient for psychomotor competency mastery in vocational nutrition education. Strategic action plans must focus on pedagogical re-engineering via an inverted/flipped classroom sequence (National Standard for Indonesia Higher Education compliant), establishing platform selection hierarchies, enhancing faculty "High-Teach" digital capacity, providing data subsidies, and developing dedicated media production studios for practical demonstrations.]]>
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