Evidence-based nursing is a core competency, yet students often struggle with its abstract concepts and high cognitive demands. Traditional lecture-based teaching often results in passive learning and limited application. This study aimed to examine the effectiveness of a flipped classroom approach in improving learning outcomes and motivation, and to explore students’ learning experiences in an undergraduate EBN course. A mixed-methods, one-group pretest–posttest design was conducted with 49 third-year nursing students in Taiwan. An eight-week flipped course was implemented using the “5As” framework. Learning outcomes and motivation were assessed using the Learning Outcome Scale and the Learning Motivation Scale. Quantitative data were analyzed using paired t-tests, while qualitative data from journals and interviews underwent content analysis. Students demonstrated significant improvement in learning outcomes (t = 5.51, p < 0.001). Although self-reported motivation showed no significant change, qualitative findings indicated high behavioral engagement and confidence facilitated by interactive strategies like gamification and group discussion. In conclusion: The flipped classroom model effectively enhanced learning outcomes and promoted active engagement. Despite stable motivation scores, students demonstrated meaningful improvements in competence, supporting flipped learning as a valuable strategy for strengthening EBN education.