Background: Academic advising can assist nursing students in understanding the
purpose of the curriculum and to foster their intellectual and personal development toward
academic success and lifelong learning. Therefore, the implementation of an academic
advising program in nursing faculty based on the needs of students leads to promote their
academic success at the faculty. Objective: This study aimed to determine the perception of
nursing students and faculty members of the quality of academic advising system at the
Faculty of Nursing, Alexandria University. Setting: Faculty of Nursing, Alexandria
University. Subjects: The study subjects comprised undergraduate nursing students and
nursing faculty members. Tool: Data was collected using a tool that included three parts, part
I: Represents a continuum between the two contrasting advising. Part II: Measures the
frequency of a particular activity taking place during advising sessions. Part III: Relates to
various aspects of students and faculty members satisfaction with the advising received
during the current academic semester. Results: the majority of studied baccalaureate nursing
students perceived low level of quality of academic advising, while half of studied nursing
faculty members perceived moderate level of quality of academic advising. Conclusion: the
majority of the studied baccalaureate nursing students were advised by academic advisor who
used prescriptive academic advising style. While half of the studied nursing academic advisor
used developmental academic advising style to direct nursing students. Recommendations:
Strengthen academic advisor orientation, training, and development through providing them
with the essential components of the faculty advising system.