Person-centred care (PCC) enhances healthcare quality and equity by fostering respectful partnerships between individuals and professionals. While educational interventions such as Mutual Meetings, developed by the University of Gothenburg Centre for Person-Centred Care (GPCC), have shown promise in other contexts, their implementation in oncology nursing and translatability across clinical and cultural settings remain underexplored. This study aimed to explore the potential for implementing a PCC educational intervention with oncology nurses working in a Portuguese healthcare setting, with two specific objectives: a) to assess the acceptability, appropriateness, and feasibility of the Mutual Meetings; b) to analyse participants’ sensemaking and contextualisation of PCC in oncology practice. Six oncology nurses from different care departments participated in the Portuguese-adapted Mutual Meetings course, delivered in the three modules: partnership, narrative and documentation. All worked in a tertiary hospital dedicated exclusively to adult cancer care. An exploratory mixed-methods design was used. Implementation outcomes were assessed using validated instruments. The Person-Centred Practice Inventory – Staff (PCPI-S-PT) and an open-ended question about PCC meaning were administered in a before-and-after format to assess changes in perceived PCC perspectives Qualitative data include approximately four hours of transcribed audio-recorded group reflections from the module sessions and final group discussion. This strand is currently under analysis, guided by interpretive description to generate clinically relevant insights. Meetpulp®, an AI-assisted qualitative analysis tool, is being used to organise, code, and explore patterns in the data, while ensuring that interpretive analysis remains grounded in a constructivist lens and the researcher reflexivity. Preliminary findings suggest high levels of acceptability, appropriateness, and feasibility. Early insights from the group reflections reveal both structural constraints and opportunities for enacting PCC in participants’ settings.This study provides initial evidence that a structured educational intervention can support oncology nurses in making sense of and adapting PCC principles to their specialised care environments