Background: Nursing students and professionals have mental health problems during clinical practice. Meanings on person-centred care could improve their mental health. Drama in education could enhance meanings and mental health. Therefore, clinical scenarios could be simulated with drama techniques, to provide process-oriented and reflective experiences on person-centred care in the group setting. however, these impacts on nursing students and professionals are unknown. Method: A systematic review and a focus group study were developed to explore whether drama in nursing education could enhance meanings on person-centred care mental health. The systematic review included peer-reviewed articles about drama in nursing education between 2013-2023 (PROSPERO: CRD42024504082). The focus group study recruited Year-3 nursing students without experiences of drama in nursing education (OSF Pre-registration: https://osf.io/yrnj2/). Results: Both studies identified two meanings on person-centred care: centring persons and becoming professional. However, findings of these two studies were divergent: only positive meanings on person-centred care were identified and synthesized in the systematic review, while nursing students discussed both positive and negative perceptions on drama in nursing education. This systematic review found participants felt therapeutic, and constructed two positive aspects of meanings on person-centred care, including positively perceived selves and relationships, as well as becoming more professional in clinical practice and future directions. 22 nursing students participated in the focus group discussion. They could know themselves in drama. However, in the group, they would feel awkward and vulnerable. To reduce these uncomfortable feelings, they proposed three solutions for psychological safety: peer support, non-judgement, and positive affirmation from the facilitator. They perceived that interactions in drama were artificial and hoped actual patient involvements; and they felt scepticism about its impact due to insufficient clinical knowledge. Implications for Person-centred Care Education: Findings from these two studies reflected nurse characteristics of person-centred care: professional competence, interpersonal skills, and self-awareness.