Aim: In this systematic review it is aimed to determine the usage areas of the Context, Input, Process, and Product Evaluation Model and the characteristics of the studies in which it is used.

Material and Methods: The study was carried out by searching national and international studies with the keywords "nursing education and CIPP" published between 1991 and 2021 in Web of Science, Google Scholar, Science Direct, PubMed, and Medline databases. As a result of the search, 433 data were reached. In the study, a total of 9 studies were evaluated.

Results: It was determined that the Context, Input, Process, and Product Evaluation Model is used in the evaluation process of associate degree, undergraduate, and doctoral programs in nursing. In addition to curriculum development studies, it has been determined that the model is also used in improvement and evaluation studies. In the studies examined, all four steps can be used, as well as the opportunity to evaluate one or some parts of the model program.

Conclusion: It is appropriate to use the Context, Input, Process, and Product Evaluation Model during the implementation of nursing education programs with a holistic approach, making use of quantitative and qualitative data. However, the limited number of studies indicates that further studies are needed to confirm the findings of this study.