Background: The virtual flipped classroom (VFC) is an integration of two concepts: the
Flipped Classroom and Virtual Classroom. It empowers educator to instruct and guide students in
applying the activities required to attain the best learning levels Aim: to evaluate the effect of
virtual flipped classroom on critical care nursing students' knowledge regarding acute respiratory
disorders and learning approach. Design: A quasi-experimental research design (pretest posttest
research design) was used in this study. Research hypothesis: Critical care nursing students who
undergo Virtual flipped classroom show improvement in post-test knowledge and have deep
learning approach after application of virtual flipped classroom Setting: the study was conducted
through online virtual class for critical care nursing students at Assuit Main University. Subject:
Convenient sample of approximately fifty critical care nursing students. Tools: Two tools were used
in the study knowledge assessment questionnaire and revised study process questionnaire. Results:
A statistical significant differences between the nursing students pretest and posttest level of
knowledge about acute respiratory disorders after application of virtual flipped classroom and
highly statistical difference between pretest and posttest in relation to overall learning approach..
Conclusion: the majority of critical care nursing students have good level of knowledge after
application of VFC. Recommendation: The VFC can also be integrated into the lessons depended
on the context, nature of lessons, students' needs and characteristic