Background: This study aimed to explore the implementation of learning into person-centred practice of post-registration student and qualified nurses (community and public health) who had undertaken, a professional and educational qualification within a person-centred curriculum framework. This program of study at a university in Scotland is philosophically and theoretically embedded in the theory of McCormack and McCance (2017) and specifically their Person-centred Practice Framework. It recognises and celebrates learners and facilitators’ continued state of being and becoming, with the aim to promote healthfulness, through the adoption of person-centred cultures and processes.    Materials and Methods: Sixty-seven community and public health nurse graduates as well as current part-time and full-time students undertaking the programme, completed a survey. A quantitative research design was used to explore what learning has been implemented into practice, specifically regarding developing person-centred culture and practice using PCPI-S (Slater et al 2017). We also offered space for open comments which invited in-depth qualitative responses. Quantitative data were organised and analysed using a Bayesian one-way analysis of variance (ANOVA) approach. Results: Pre-requisites domain showed statistically supported differences. Other domains of the PCP framework (Care environment and Care processes) did not show statistically supported differences. Post-hoc comparisons across specialisations for Pre-requisites revealed statistically supported differences between qualified health visitors and student district nurses (qualified scoring higher) as well as between qualified district nurses and student district nurses (qualified scoring higher). Qualitative data supported these results. Conclusion: This study adds empirical evidence around the development of Pre-requisite concepts such as Knowing self, Clarity of values and beliefs and Developed interpersonal skills.  Educators therefore need to continue to emphasise these in programme content. Importantly, practice educators and leaders need to provide more supportive environments where students and qualified community and public health nurses feel able to be person-centred and promote person-centred ways of working.