Aim This study employed a descriptive phenomenological approach to explore the experiences of undergraduate nursing students in the context of gamified computerized learning. Background In the post-pandemic era, the importance of developing innovative computerized approaches to nursing education has become apparent, particularly in relation to the acquisition of clinical care skills. However, only limited research is available to guide this development. Design The study employed a descriptive phenomenological approach to explore undergraduate nursing students’ perceptions and experiences with gamified computerized learning of care skills. Methods The first author conducted individual interviews with 12 participants between April and June 2024. These interviews were audio-recorded, transcribed verbatim, and analyzed using Colaizzi's seven-step method. The study's rigor was evaluated according to Guba and Lincoln's criteria of credibility, transferability, dependability, and confirmability. Results Four sub-themes—learning support, visualizing learning in the mind, goal-oriented learning, and learning outcomes—were synthesized into the central theme of a Synergistic Learning Approach to the development of a teaching-learning plan. The Synergistic Learning Approach highlights the importance of robust support structures to guide learners through learning and ensure access to necessary resources and feedback. Conclusion The findings indicated that gamified computerized learning provided an effective approach to the development of care skills, although it cannot fully replace hands-on experience. In particular, it offers a simple, accessible, and enjoyable tool for reviewing theoretical care knowledge and skills, allowing learners to engage in trial-and-error practice without risk to patient safety.