Flipped classroom pedagogy is increasingly being used in tertiary education including within nurse education programmes. This literature review aims to critically examine empirical published work (from 2012 to 2019) which reports of the impact of flipped classroom pedagogies on nursing students’ learning and performance. Global themes identified include student performance outcomes, engagement and enhanced/diminished student satisfaction. Synthesis of the findings of this literature review indicates that in nurse education the flipped classroom supports retention of knowledge, improves performance outcomes in areas as diverse as caring and examination results and there is enhanced student satisfaction with this method of learning. Enhancements to student learning and achievement using the flipped classroom model are connected to extra time and opportunities available for development of critical thinking and complex reasoning skills in class. As well, improvements are linked to the flexibility and self-efficacy accorded to students by the provision of learning opportunities in the form of deeply personalised online support. There is also evidence to suggest that students initially find this method stressful but with tutors and faculty staff providing information and rationale for the flipped classroom approach, this stress can be reduced.