New instructional methods are becoming a necessity in the nursing education to promote active learning, critical thinking, and knowledge retention in students. Though traditional methods of lecturing, which are fundamental, tend to curtail the idea of experience and interaction between students. This paper is a design, implementation and evaluation of an interactive learning tool known as the climb and descend board game, which is designed to improve the learning processes, whether cognitive or collaborative during undergraduate nursing education. The board game was designed of the basis of core nursing competencies, such as clinical decision-making, patient safety, the basics of pharmacology, infection control, clinical ethical reasoning, and communication skills. The gameplay was based on the progressive and regressive movement patterns which symbolistically reflect clinical progress and decline, thus supporting the cause-and-effect learning in the patient care situation. The process of development entailed the content validation by the nursing educator, correspondence with the curriculum outcomes, and pilot testing among nursing students. It involved the use of scenario-based game cards on questions, problem-solving tasks, reflective questions, and peer discussion to encourage group work and experiential learning. Within the implementation process, the students were involved in gameplay-based sessions structured within the classroom instruction. The measures of evaluation were pre- and post-intervention knowledge assessment, student feedback surveys, and the observation of the level of engagement. Results showed that student engagement was better, more theoretical knowledge gained, and proficiency on clinical concepts. Students stated that gamified methodology decreased anxiety, promoted collaboration with peers, and provided the supportive learning environment.