Background: Nursing students' and educators' experiences with e‐learning during the Coronavirus disease 2019 (COVID‐19) pandemic are unknown in most countries. Aim: To (1) describe and compare Egyptian nursing students' and educators' experiences with e‐learning during the COVID‐19 pandemic and (2) elicit participants' preferences for responding to online versus paper questionnaires. Methods: This is a cross‐sectional online survey of nursing students (undergraduate and postgraduate; n =580) and nursing educators (n = 95) in one faculty of nursing in Egypt. The survey assessed participants'characteristics, preferences for online versus paper surveys, and 11 dimensionsrelated to the e‐learning experience, such as perceived competency, satisfaction, cognitive presence, and the preferred platforms for e‐learning. Results: About 91% of students and 80% of educators received either no or inadequate training on e‐learning before the pandemic. Students' and educators' experiences significantly differed (p‐value < 0.001) in most of the examined dimensions, with educators having better experiences. About 71% of the students and 76% of the educators preferred responding to online surveys. The Strengths, Weaknesses, Opportunities, and Threats (SWOT analysis) of e‐learning were mapped. Conclusion: Students are in more need of training on e‐learning than educators, and this training is a must before any attempt to undertake online exams. The online survey is a preferred methodology among Egyptian nursing educators and students. The provided SWOT analysis may help administrators best implement and support e‐learning during infection outbreaks.

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Background: To provoke engagement and higher levels of learning and improving academic self-concept, nurse educators are exploring newer interactive methods of teaching. Nursing educators can create this opportunity by providing diverse settings and activities for interactive learning that is preferred by today's students. Aim: The study aimed to determine the effect of interactive learning environment on nursing students' engagement and academic self-concept. Hypothesis: The students who are instructed through interactive learning environment exhibit more engagement and higher academic self-concept than those who are not. Design: Aquasi-experimental design was used in the current study. Setting: This study was conducted at Faculty of Nursing Alexandria University. Sample: A convenience sampling of 120 nursing students comprised the study subjects. Results: a statistically significant difference, regarding the engagement and the academic self-concept, was found in the favor of the study group. Moreover, a correlation was found between classroom engagement and academic self-concept. Conclusion: The results of the present study support theoretical model which emphasizes the effect of interactive learning environment on students' classroom engagement as well as their academic self-concept. Recommendation: It is necessary to work further as a teacher in developing interactive learning strategies, to improve students' abilities to be more active learners in their educational context and to improve their classroom engagement and academic self-concept.

Background: To provoke engagement and higher levels of learning and improving academic selfconcept, nurse educators are exploring newer interactive methods of teaching. Nursing educators can create this opportunity by providing diverse settings and activities for interactive learning that is preferred by today's students. Aim: The study aimed to determine the effect of interactive learning environment on nursing students' engagement and academic self-concept. Hypothesis: The students who are instructed through interactive learning environment exhibit more engagement and higher academic self-concept than those who are not. Design: Aquasi-experimental design was used in the current study. Setting: This study was conducted at Faculty of Nursing Alexandria University. Sample: A convenience sampling of 120 nursing students comprised the study subjects. Results: a statistically significant difference, regarding the engagement and the academic self-concept, was found in the favor of the study group. Moreover, a correlation was found between classroom engagement and academic self-concept. Conclusion: The results of the present study support theoretical model which emphasizes the effect of interactive learning environment on students' classroom engagement as well as their academic self-concept. Recommendation: It is necessary to work further as a teacher in developing interactive learning strategies, to improve students' abilities to be more active learners in their educational context and to improve their classroom engagement and academic self-concept.

Paper-based portfolio is considered one of the interventions that have gained popularity. It can be used as a learning and assessment tool. It is Very important tool not only for the students, but also for the teachers as it provides the teachers with clear view of their students' development and growth in multiple dimensions not commonly seen in the traditional methods of evaluation. It helps them to determine to what extent their students are benefiting from the learning instructions in order to modify their teaching strategies. Despite these benefits, there are many challenges that may face the student if portfolio is not implemented effectively. So, the guidance provided by the clinical instructor in all phases of portfolio development application is very important. Purpose: this study aimed to determine the nursing students' perspective toward the use of paper-based portfolio as an educational tool. Design: A descriptive research design was followed in the present study. Setting:The study was carried out at the Faculty of Nursing, Alexandria University in seven academic departments that use portfolio in their clinical areas. Subject: The study subjects consisted of 320 nursing students. Tools: one tool was used in the present study to collect the necessary data; Nursing students' personal and academic data questionnaire, Tool 2: Nursing students' perspective toward using portfolio as an educational tool questionnaire. Results: this study revealed that nearly more than three quarters of the students have a negative perspective toward the use of paper-based portfolio. Conclusion: Based on the present study results, it can be concluded that, the nursing students reported lower support and endorsement to the benefits of paper-based portfolio. While the students perceive greater challenges of using portfolio, they also perceive minimum instructions and guidance received from the clinical instructors during all phases of portfolio development application. Recommendation: Training workshops should be conducted by nursing education department staff for all nursing educators to enhance their abilities and competencies in the use of Portfolio. Additionally, the connection between the different departments through the student portfolio from the first year until graduation should be assured and standardized criteria and rubric must be provided to and followed by all clinical instructors and students about the evaluation of paper-based portfolio.