The co-creation pedagogy approach creates a strong learning community that can maximize undergraduate nursing students' learning capacity and shape their higher-order thinking. Currently, most nursing students are familiar in using social media, which can be an effective way to co-create ideas and engage in learning. Therefore, we designed and implemented a project that students and teachers worked together to build a social media channel for health education. Students worked in groups, using the clinical reasoning cycle to develop social media posts and stories that focused on specific population such as older adults with dementia or strokes (see Supplemental Digital Content Instagram Posts, available at: http://links.lww.com/NE/B185). Students were required to select a health education-related topic, search relevant evidence-based information, and create posts, visuals, stories, videos, and hashtags that make it easier for public to understand. The social media posts describe elderly patients' needs and made recommendation on using technology products that fostering healthy aging. Through discussion and feedback from teachers, students could reflect on and understand how to identify the needs and make appropriate suggestions. We also developed a series of interactive simulated case scenarios for students' discussion and a rubric as a guideline for teachers to provide feedback. Students felt that this project was inspiring and appreciated the feedback from teachers, which could facilitate their thinking in developing meaningful social media posts in promoting healthy aging. This project also created a learning environment that enhanced peer relationships and teacher-students relationships. By constructing a thought-provoking co-creation environment, students become more engaged in higher-order thinking.