Introduction: health education becomes a more complex process\nsince it aims to ensure the training of professionals with the knowledge,\nskills, attitudes and values necessary for their performance. Thus,\nthe adoption of strategies that allow the integral evaluation of the\ncompetence is required.\nObjective: to analyze the scientific evidence about the evaluation of\nlearning and competence in undergraduate nursing education.\nMethod: An integrative literature review with online search in LILACS,\nMEDLINE, Web of Science, SCOPUS and CINAHL databases,\nthrough the following descriptors: Competence-Based Education, Nursing\nEducation, Learning, and Assessment.\nResults: The 18 articles selected and careful read had a synthesis\nand critical analysis, identifying the following thematic categories: the\nconcept of competence; essential competence to the training of nurses;\nlearning strategies; and evaluation. It was evidenced that, despite\nsome polysemy around the term competence, the concept presented\nmore similarities than differences and the nursing competence identified\nare similar to those recommended by the National Curricular\nGuidelines. It was also observed the emphasis in the learning strategies\nin simulated settings, and there are doubts about methods and the\nconstruction of evaluation tools.\nConclusions: The evaluation of learning and competence continues\nto be a challenge for nursing educators, and it is recognized that there\nare difficulties in this process. Therefore, the development of reliable\nevaluation tools based on criteria and indicators that can verify the\nperformance of the student in action and their earliest possible approximation\nto real learning scenarios are necessary.
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