Introduction: Many studies to assess the efficacy of Internet-based learning in clinical nurses have been undertaken. The study aimed to compare the resultant learning outcomes following applying blended mode in teaching-learning alongside conventional instructional approaches. The research hypothesized a non-significant difference in academic performance outcomes before and after implementing blended teaching-learning intervention among nursing students in Kenya's selected universities. Methodology: This study applied mixed design methods to obtain detailed information from the study participants of interest to the researcher. Four out of nineteen (4/19) universities in Kenya that offered Bachelor of Science in Nursing were sampled using convenience nonprobability sampling. The sample population included an experimental group and a control group. Only general nursing lecturers and nursing students participated. Data was collected by the use of observation, self-reported questionnaires. Descriptive and inferential data were processed and analyzed in order to generate simplified information. Results: A total population of (n= 486) comprised of 175 (36.0%) male and 311 (64%) female participants who consented for the study. The students had a mean age of 22 years. 302(62.1%) students were motivated to adopt and use the blended mode of learning during the intervention phase while participants strongly agreed during the preintervention phase, 405/486 (83.33%) agreed, 27/486 (5.56%) were neutral, while 39/486 (8.03%) disagreed. There were 353 observations in the Intervention group and 133 observations in the Control group. The result of the two-tailed Mann-Whitney U test was significant based on an alpha value of 0.05, U = 19280.5, z = -3.04, p = .002. The mean rank for the Intervention group was 65.03and the mean rank for the group Control group was 61.62. This suggests that the distribution of academic performance for the group Intervention group was significantly different from the distribution of academic performance for the Control group category. Recommendations: Although this is observed, there is a need to emphasize sensitization to reduce student's anxiety further and increase to a higher level the engagement and utilization. Further researchers should consider co-operating other relevant variables that were not featured in the current study to reduce the current Knowledge gap in the adoption and implementation of blended learning-teaching in Universities. Conclusion: There is a significant correlation between the utilization of blended teaching and learning mode and nursing students' academic performance among universities offering Bachelor of Science in Nursing in Kenya.