Background: Student-generated video podcasting may support active learning in nursing education, but evidence from low- and middle-income settings remains limited. Material and Methods: This two-academic-year, non-randomized consecutive-cohort study was conducted at the Taza annex of the Higher Institute of Nursing and Health Techniques, Fes, Morocco. The 2024-2025 cohort (n = 135) completed a collaborative student-generated video-podcasting activity for the therapeutic diets unit, involving group content research, script preparation, recording, presentation, peer viewing, and supervised discussion, whereas the 2025-2026 cohort (n = 119) received traditional instruction. In both cohorts, the nutrition unit was taught and assessed first, followed by the therapeutic diets unit. Each unit was evaluated by an end-of-unit written examination graded on a 10-point scale, and the overall module grade was the mean of the two unit scores. The nutrition score therefore preceded the therapeutic-diets intervention and was used as a pre-intervention academic comparator. The therapeutic-diets written examinations used different questions across academic years but assessed the same construct and learning objectives; item difficulty indices were used to minimize differences in examination difficulty. Welch t-tests and an ANCOVA model adjusted for nutrition score were used. Results: Cohorts were comparable for gender, program, age, and pre-intervention nutrition score (6.16 ± 1.37 vs. 6.18 ± 1.35; p = 0.907). The intervention cohort achieved a higher therapeutic-diets written examination score than the traditional cohort (7.20 ± 1.21 vs. 6.24 ± 1.30; mean difference = 0.96, 95% CI 0.65 to 1.27; p < 0.001; d = 0.77). The adjusted mean difference was 0.97 points (95% CI 0.69 to 1.25; p < 0.001). Satisfaction was favorable, but internal consistency was below the conventional 0.70 threshold (Cronbach’s alpha = 0.69), so item-level interpretation was retained. Conclusions: The implemented video-based collaborative learning activity was associated with a higher therapeutic-diets written examination score. Because the intervention was multicomponent and cohorts were not randomized, the observed association cannot be attributed specifically to video podcasting. Prospective controlled replication using a common or item-banked examination is needed.