Background: Advancements in healthcare necessitate innovative approaches in nursing education. Flipped classroom seems to be a beneficial approach that integrate technology and active learning and enhance students' outcomes. Purpose:  To assess the effect of flipped classroom approach on undergraduate nursing students' academic motivation, achievement and course evaluation. Design: A quasi-experimental design (pre-posttest). Setting: Faculty of nursing/Cairo University. Sample: 200 nursing students were recruited from students enrolled in 3rd and 4th grade. Instruments: Data collection was conducted using four instruments: 1- Student's characteristics, 2- Motivation Scale, 3- Course's Academic Achievement and 4- Higher Education Self-Assessment of Competences Questionnaire to measure Academic Course Evaluation. Results: The post-test results revealed that 80% of students displayed a high level of expectancy, while 42% exhibited a high level of affect. On the other hand, the traditional lecture group demonstrated slight increases in expectancy (59%) and value component (39%), with no statistically significant relationships. Additionally, the flipped classroom led to very highly statistically significant improvements in students' total learning motivation scores and academic achievement, also exhibit higher level of total satisfaction (77%). Conclusion: incorporating flipped classroom was a valuable approach in teaching evidence-based course for undergraduate nursing students. Recommendations:  Further studies are required to determine efficacy with a larger sample size and over longer durations across different courses.