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The creation of the SUS has led to a discussion of the profile of nursing professionals and their ability to be included in the context of public health, with their actions based above all on the principles of comprehensiveness and equity. This study aims to describe the teaching-learning process in undergraduate nursing programmes with a view to acting with equity within the SUS. This is an exploratory, descriptive, qualitative study based on field research. Together, students, teachers and the university must advance in the debate and move towards transformations that result in the practice of promoting the equity necessary to realise the right to health.