Background: As part of the Erasmus+ project PerCen NursEdu, we aim to anchor person-centredness as a key competence in undergraduate nursing education in German-speaking countries. To this end, a competency model is to be developed. The first step was to collect data on meaningful experiences of students and teachers through the lens of “Person-Centered Moments” by McCormack and colleagues. So far, they are primarily used as a tool to support person-centered cultural development in practice. Focus: This reflective account discusses the methodological and conceptual potential of “Person-Centred Moments” for exploring person-centred competencies in undergraduate nursing students. The reflection raises critical questions about how person-centred competencies in nursing students can be identified and supported in education. Key Considerations: Based on the idea that meaningful care experiences reflect the underlying competencies of practitioners, the “Person-Centred Moments” method, on the one hand, invited nursing students to share self-selected narratives of person-centred care. On the other hand, it served as a tool for data production for scientific interest. It thus fulfilled a hybrid form between narration and reflection, extending the previous purpose of the method. These collected moments offered access to competence as enacted in real situations, rather than merely described or theoretically hypothesized. The reflection highlighted how students shaped effective care through relational, ethical, and contextual responsiveness, revealing what they did, how they acted, and what knowledge and skills they drew on. By surfacing often implicit dimensions of competence, the method aligns with theoretical perspectives that view competence not as static knowledge, but as a dynamic, context-sensitive capacity to act in complex care environments. Conclusions: By focusing on real care experiences, “Person-Centred Moments” support a more dynamic view of person-centred competence and demonstrate how combining narrative and reflective methods can help capture the ways in which competences are manifested in specific situations.