Background: The learning environment during clinical practice for students in the health professions is becoming increasingly complex. To ensure both effective learning and patent-safe clinical practice, educational programs must prepare students with procedural skills as well as person-centered care. Previous research shows that virtual patients (VP) enhance clinical reasoning and support safe transitions to practice, while person-centred care promotes trust, collaboration, satisfaction and potentially reduces healthcare costs. Using VP to support learning in procedural skills and a person-centered approach remains underexplored.  Aim: To design, develop, test, and evaluate person-centered virtual patients (PVP) as a learning activity for health professional students prior to simulation-based learning in a clinical skills centre.    Method: The ADDIE model (Analyze, Design, Develop, Implement and Evaluate) was used to develop ten person-centered virtual patients. The PVP were co-created with students, educators and patients.  Results: Ten PVP focusing on clinical procedures such as peripheral venous catheterization and injections were designed and developed. The PVP were created within the “Virtual Case System” (owned by Stockholm University) in collaboration with students as content developers, educators as experts in procedural skills and patients as experts in person-centered care. Preliminary results indicate that students appreciated the PVP as a valuable learning tool that enhanced their competence. Specifically, students reported improved ability to inform patients about procedures, respond to common patient questions about the procedure, and to reflect on ethical and societal aspects of care.   Conclusion: Through collaboration between students, educators, and patients, ten PVP were designed. The PVP may serve as an effective learning activity to enhance students’ preparedness in procedural skills and their ability to apply a person-centered approach during clinical practice.