Background: Gamification emerges as an effective teaching approach as it makes the activities perceived as boring and difficult for the learner fun, provides motivation, and makes the learning process more attractive. Aim of the study: To assess the effect of application of gamification elements in nursing administration course on nursing students' knowledge and managerial skills. Subjects and methods: This one-group quasi-experimental study was conducted at the Technical Nursing Institute in Abbasseya Fevers Hospital in Cairo, Egypt included all available nursing students enrolled at the fifth year during the time of the study. Their total number was 70. Data collection tools consisted of a knowledge questionnaire and an observation checklist for managerial skills. Results: Students’ age ranged between 19 and 22 years, 45.7% had previous experience with gamification. Satisfactory knowledge increased from 14.3% pre-intervention, to 100.0% at both post and follow-up phases (p<0.001). Adequate managerial skills rose from 0.0% pre-
intervention to 80.0% and 82.9% at post and follow-up phases. The multivariate analysis identified the study intervention as a significant independent positive predictor of the knowledge and managerial skills scores. Conclusion and recommendations: The utilization of gamification elements is effective in improving nursing students’ knowledge and skills’ managerial skills related to the nursing administration. Using gamification elements should be included in the educational curriculum of nursing institutes. Further research is proposed to compare different types of gamified learning interventions on nursing students’ psychomotor skills acquisition.