This article reflects on competency assessments in technical nursing education, their implications, challenges, and propositions as a way to integrate the views those involved have regarding the health teaching-learning process. Assessment as a path towards possible transformation and emancipation qualifies and dignifies teaching and learning. The words used in the assessment, when used to inspire acts of care, may give the apprentice autonomy, allow educators to undertake reviews, lead to satisfaction and security among caregivers, to comfort and happiness among users, and to quality for both health services and for the health system.
professional education; nursing; educational assessment; health & education