AbstractBackgroundIn today's complex healthcare organisations there is an increasing recognition of the need to enhance care quality and patient safety. Nurses' competence in demonstrating caring behaviour during patient encounters affects how patients experience and participate in their care. Nurse educators are faced with the challenge of balancing the demand for increasingly complex knowledge and skills with facilitating students' abilities essential to becoming compassionate and caring nurses.AimThe aim was to describe undergraduate nursing students' development of caring behaviour while participating in a caring behaviour course.MethodThis pilot study used a quantitative observational design. At a university in Sweden, video‐recorded observational data from twenty‐five students were collected in the first and last weeks of a full‐time five‐week Caring Behaviour Course (the CBC). In total, 56‐min video‐recorded simulation interactions between a student and a standardised patient were coded by a credentialed coder using a timed‐event sequential continuous coding method based on the Caring Behaviour Coding Scheme (the CBCS). The CBCS maps the five conceptual domains described in Swanson's Theory of Caring with related sub‐domains that align with Swanson's qualities of the Compassionate Healer and the Competent Practitioner. The CBCS contains seventeen verbal and eight non‐verbal behavioural codes, categorised as caring or non‐caring.ResultsBetween the two simulations, most verbal caring behaviours increased, and most non‐verbal caring behaviours decreased. Statistically significant differences between the simulations occurred in the sub‐domains Avoiding assumptions and Performing competently/skilfully in the quality of the Competent Practitioner. Most observed caring behaviours aligned with the Compassionate Healer.ConclusionGenerally, the students' development of caring behaviours increased while participating in the CBC. Using a structured observational behavioural coding scheme can assist educators in assessing caring behaviour both in education and in practice, supporting caring as the universal foundation of nursing and a key to patient safety.