Objective: To explore the application effect of an information-based flipped classroom teaching model in nursing education of rheumatology and immunology, providing empirical evidence for optimizing specialized nursing education models. Methods: Eighty nursing students from the 2021 grade of Xi’an Medical University were selected as research subjects and randomly divided into an experimental group (n = 40) and a control group (n = 40) using a random number table method. The control group received traditional lecture-based teaching, while the experimental group underwent information-based flipped classroom teaching. The theoretical knowledge scores and practical operation assessment scores of the two groups were compared after teaching, and the teaching satisfaction of the experimental group students was evaluated through a questionnaire survey. Results: The theoretical knowledge score (85.60 ± 5.20) and practical operation score (88.30 ± 4.70) of the experimental group were significantly higher than those of the control group (76.20 ± 6.50) and (75.80 ± 5.90), respectively. The differences were statistically significant (p < 0.05). The satisfaction scores of all dimensions in the experimental group were significantly higher than those in the control group, and the differences were statistically significant (p < 0.05). Conclusion: The information-based flipped classroom teaching model can effectively improve the quality of nursing teaching in rheumatology and immunology, enhance students’ knowledge mastery and practical abilities, and is worthy of promotion and application in clinical nursing teaching.