| Sumario: | Background: Flipped learning is an innovative teaching and learning strategy that enhances student-centred learning. This study aimed to explore postgraduate diploma nursing students' lived experiences with flipped learning in the Community Health Nursing Practice Program at the Higher Institute of Health Specialties in Oman. Method: A hermeneutic phenomenological qualitative approach was used in the study, and six Omani students were interviewed. Findings: Thematic analysis revealed four themes: procedural experience of flipped learning, perceived benefits and challenges, instructor-student roles, and comparison with lecture-based learning. Conclusion: The study findings revealed that flipped learning enhanced engagement, critical thinking, and independent learning, but posed challenges like increased workload. The study offers insights for curriculum reform and highlights the importance of contextualizing flipped learning within Arab nursing education to meet evolving educational and professional demands.
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