Aim: This study was conducted to evaluate the effect of the flipped learning approach on nursing students’ learning of patient safety Background: Nursing students play an important role in ensuring patient safety. Flipped learning is an effective approach in nursing education related to patient safety. It is a valuable educational approach whose effects should be evaluated and disseminated in the context of patient safety. Method: This study had a parallel-group randomised controlled trial design. The study was conducted with first-year nursing students enrolled at a university in Turkey. The traditional educational approach was used to teach patient safety in the control group (n = 44) and flipped learning approach was used in the intervention group (n = 45). Data were collected using a demographic information form, achievement test and Patient Safety Competency Self-Evaluation Scale. Data were collected at baseline, after intervention and 6 weeks after intervention. Results: The intervention group obtained significantly higher mean total scores in the achievement test (post-test and follow-up test, p < 0.001) and the Patient Safety Competence Self-Evaluation Scale than the control group (first measurement and second measurement, p < 0.001). Conclusion: Flipped learning positively affected students’ knowledge of patient safety and their self-assessment of knowledge-skill-attitudes. It is recommended that the flipped learning approach be used to teach patient safety.