toward blended learning and their effect on their satisfaction following the COVID-19 pandemic.  Method: Design: a descriptive correlational design. Setting: This study was conducted at the Faculty of Nursing, Menoufia University at Shebin El-Kom City. Sample: A simple random sample of 380 nursing students from the previously mentioned setting. Tools: (I) nursing students' readiness with blended learning questionnaire; (II) students' attitude toward blended learning; (III) barriers that affect the adaption of blended learning; (IV) nursing students' satisfaction toward blended learning. Results: A moderate level of readiness was exhibited by about two thirds (62.4%) of the individuals. Most of them (88.9%) had a highly positive attitude toward blended learning. Following the COVID-19 pandemic, blended learning was deemed satisfactory by 40.3% of students. "I don't have enough experience with technology" was the most often cited barrier among the participants (96.1%). There was a highly positive significant correlation between total student readiness, total positive attitude, and their satisfaction. Additionally, the total satisfaction level and the total barriers had a slight, non-significant negative connection. Conclusion: Despite the highly students' positive attitude, and readiness toward blended learning, less than half of the sample was satisfied with blended learning. Moreover, there was a positive correlation between total readiness and a total positive attitude from one side and satisfaction total score from the other side. Conversely, there was a weak inverse relationship between overall barriers and satisfaction total score. Recommendations: University authorities should facilitate the application of free training programs for both faculty and students on the importance of blended learning, computers and mobile applications, and different e-learning platform tools to increase their technical skills and use it effectively.