Background: Integrating patient-reported outcome measures (PROMs) into baccalaureate nursing (BN) education can contribute to advancing equitable person-centred care, yet these tools remain underutilized in nursing curricula. When nursing students learn about assessment, limited attention is given to gathering data on the patient’s perceived health-related concerns and priorities, with an overreliance on clinician-reported assessment tools. Preparing nursing students to think critically about PROM is essential for equity-oriented person-centred care. Aim: This study evaluated the impact of incorporating PROMs into BN courses and explored faculty and student experiences of using PROMs as relational tools to facilitate person-centred communication and assessment. Method: Guided by implementation science, a sequential mixed-methods design was used to assess PROM integration across one BN program. Participants included faculty teaching nursing courses (n=19) and students enrolled in those courses (n=204). Quantitative data were collected through pretest-posttest surveys measuring factors influencing PROM uptake. Qualitative data were gathered through faculty interviews and student focus groups to capture perspectives on equitable person-centred assessment. Findings from both components were analyzed separately and then integrated to address the research questions. Results: Results of faculty and students’ experiences will be presented at the conference. These findings will generate evidence on the impact of teaching and learning about PROMs for fostering patient engagement and holistic assessment. They will also identify barriers and enablers to PROM adoption, highlighting their role as catalysts for meaningful dialogue and as complements to patient narratives. Conclusion: Embedding PROMs in BN curricula can prepare future nurses to deliver relational, person-centred care by bridging the gap between objective measures and patients’ lived experiences. When teaching assessment of persons and their conditions, educators should ensure a balanced approach that captures both subjective experiences and clinician judgment. Findings inform curriculum redesign and faculty development strategies to advance PROM use and increase adoption in future practice.