The complexity of contemporary nursing practice requires not only technical and scientific knowledge, but also a set of socioemotional skills, which are essential for effective communication, teamwork, leadership and problem-solving in dynamic healthcare environments. Recognizing this gap and the demand in the job market for more well-rounded professionals, academic nursing education faces the challenge of integrating the development of these skills from the undergraduate level. Thus, this study aims to report the experience of implementing an innovative project focused on the development of socio-emotional skills in undergraduate nursing students. The project, conceived by professors from the core faculty of a university center located in São Paulo, Brazil, referencing the Instituto Ayrton Senna's framework (based on the Big Five model, comprising 5 macro-competencies and 17 socioemotional competencies), involves working on a specific, previously selected competency each semester. The pedagogical strategy involves four face-to-face meetings per semester, each lasting an average of 70 minutes, in which interactive dynamics are carried out to raise awareness and exercise the skill in question. At the end of each meeting, tasks are proposed for students to apply and develop in their daily lives. Students' progress is assessed using self-assessment questionnaires administered at the beginning and end of the semester. The project began two semesters ago and addresses the skills of "Focus" and "Organization", respectively. Although formal quantitative measurement of the impact has not yet been performed, qualitative observations by teachers indicate high student engagement in the dynamics and a perception of encouragement to complete the tasks proposed in their daily routine. Post-dynamic reflections, focused on general behaviors, successes and areas for improvement, demonstrate the effectiveness of the approach in raising awareness and awakening students to the development of these essential skills. The project proves to be a promising approach for integrating the development of socio-emotional skills into nursing training. The active methodology and continuous approach throughout the semester contribute to the development of more complete professionals who are self-aware and aligned with the demands of the job market and society. Future steps will include quantitative measurement of the project's impact and expansion of the range of skills addressed.

Keywords: Socioemotional skills, Nursing, Professional training.