Background: Nursing professionals are at the forefront of the pandemic management of COVID-19 all over the world. Egypt almost suffers from a severe shortage of nursing staff. Thus, Egyptian nursing educators are obligated to provide the nursing students with essential competencies for approaching nursing work, mainly in such difficult situations. Therefore, Competency-based nursing education (CBNE) is an inevitable as an educational delivery option in nursing colleges as required by the Egyptian government. intervention on nursing academics' knowledge, planning skills, and acceptance to follow CBNE during the COVID pandemic in Egypt. Nurses are the soldiers who stay for and carryout patient care every minute, hour, and day that expose them to death and illness. Healthcare quality and success can't be established without competent nurses. Therefore, in Egypt, the ministry of higher education put a clear vision to incorporate CBNE in the nursing curricula that allow nursing students to demonstrate mastery in nursing practice and professional competencies through their work performance and against any healthcare risks Aim: The current study aimed at determining the effect of CBNE instructional intervention on nursing academics' knowledge, planning skills, and acceptance to follow CBNE during the COVID pandemic in Egypt Research design: A quasi-experimental design Settings: Faculty of Nursing, Alexandria University. Subjects: The study subjects’ comprised 84 academics (nursing educators from all the faculty departments) who were selected conveniently and divided into control and experimental groups. Study tool: the CBNE triple-section assessment sheet was developed and used for data collection. Results: revealed that there was a higher improvement in the experimental group’s scores than control group regarding CBNE knowledge, planning skills, and their acceptance to follow CBNE during COVID pandemic, after the conduction of the CBNE instructional intervention. Thus, there was a statistically significant difference between the experimental and control groups after such intervention in favor of the experimental group. With reference to the subjects' awareness if CBNE benefits, for academics and students, the majority of both groups A & B (78.57%, 71.43%), before, conducting the instructional intervention, reported that CBNE is beneficial. But, after conducting the instructional intervention, these percentages became (90.48%, 69.05%) in favor of experimental group who admire their complete agreement that CBNE is beneficial for academics and students. Conclusion, CBNE awareness, understanding and acceptance to follow it during the current risk time of COVID, among nursing academics are urgent. CBNE instructional intervention among nursing academics, showed significant value and positive impact in improving their CBNE knowledge, planning skills and acceptance,. Recommendation: the CBNE scheme requires a comprehensive understanding. Interdisciplinary healthcare contributions should be carried out to develop a CBNE model in nursing field. Teamwork among nursing specialties and other healthcare professions should cooperate to develop valid, reliable, and declarative assessment tools for competency measurement. Obtaining all literature views about CBNE may help to implement it successfully and overcomee any challenges or healthcare crises that may confront such educational scheme, mainly in Egypt