A challenge for nursing teachers and students is the successful implementation of assessment for learning strategies that promote self-regulation and commitment. Nurse educators should share assessment criteria with students and use them to engage the students with their learning goals. In a healthcare management course that we teach in Chile, the teachers and clinical nurses shared assessment criteria based on the expected learning outcomes with their students using a rubric. In the classroom, we explained the criteria and rubric to the students organized in small groups. Each group discussed the clarity and purpose of each criterion. Then, the teachers organized the students' comments and modified the rubric. During the next class, the updated rubric was presented to the students. Later, during simulations, students were assessed in a formative way and received feedback based on the rubric's criteria. This strategy enabled the early identification and support of students with difficulties before going to clinical practice. Finally, the student groups attended 2 weeks of clinical practice in hospitals and decentralized health centers with the supervision of the clinical nurses who evaluated them with the same rubric, giving them plenty of time for self-assessment. Closing the process, a survey was conducted among the students, and results showed that they positively valued the experience, highlighting the importance of working with clear assessment criteria shared by their teachers and clinical nurses and recognizing the usefulness of the rubric for their self-regulation and better performance.