Introduction:
The assessment of learning in second-year Nursing students is a fundamental process to measure the development of theoretical and practical competencies. In the context of the Community Nursing II course in the second year of the Nursing Degree, competency assessment helps determine the level of knowledge and practical skills acquired for health promotion and disease prevention. The application of diversified evaluation methods allows for a comprehensive and integrated assessment. This study aims to evaluate the impact of diverse assessment strategies in the Community Nursing II course, combining multiple-choice questionnaires, clinical simulations, reflective journals, and gamification to measure theoretical, practical, and reflective competencies.

Methodology:
To assess student learning, strategies aligned with the competencies required to pass the course were identified. The following tools were used: multiple-choice questionnaires to evaluate initial theoretical knowledge, clinical case simulations to assess practical skills, and reflective journals to analyze self-assessment ability. Gamification was incorporated as an active learning resource, using role-playing games and interactive simulated real-world scenarios to foster meaningful learning.

Four assessment tools were applied to Nursing students:
1. Multiple-choice questionnaires to evaluate baseline theoretical knowledge.
2. Clinical simulations with real cases to assess practical skills and decision-making.
3. Reflective journals to promote self-assessment and critical thinking.
4. Gamification, through role-playing games and interactive scenarios, to enhance engagement and motivation.

Results:
A descriptive cross-sectional study was conducted with n=80 voluntary second-year Nursing Degree students from the 2024/2025 academic year, with an average age of 20.8 years (range: 19–24 years). The sample consisted of 80% women and 20% men.
Different assessment techniques were used to measure student progress. The multiple-choice questionnaires for baseline evaluation showed a 75% success rate, indicating a solid theoretical understanding. In clinical simulations, 80% of students demonstrated satisfactory skills in decision-making and patient care, measured using Likert-type observation scales. Reflective journals revealed a high level of self-assessment and critical thinking. Additionally, the incorporation of gamification increased motivation, with 90% of students considering the learning experience more enriching.

Conclusions:
Learning assessment in the Community Nursing II course should integrate multiple strategies to evaluate both theoretical knowledge and students' practical and reflective skills.
The combination of written tests, clinical simulations, and gamification.

Keywords: Learning Assessment, Community Nursing, Gamification, Clinical Simulations.