Acun’s paper explores the integration of flipped learning in nursing education, particularly focusing on asepsis practice. Flipped learning, where students engage with instructional content outside the classroom and apply knowledge during in-class activities, has shown significant benefits. In the context of nursing, this approach enhances practical skills and critical thinking. By shifting theoretical learning to preclass activities, students can dedicate classroom time to hands-on practice and real-time problem-solving. In turn, this can boost both clinical skills and self-confidence in skill acquisition and self-directed learning and motivation.1