Background: Self-care is a central element in the training of health students. The lack of effective strategies to develop it is associated with a 50% prevalence of burnout in this population. Aim: Identify and analyze effective strategies for self-care assessment and intervention in health students. Methodology. We developed a systematized scoping review using standardized methods to assess quality using the Scale for the Assessment of Narrative Review Articles. The Critical Appraisal Skills Programme was used for the thematic analysis. Four sources of information were explored including Pubmed, Google Scholar, Epistemonikos and Lilacs as well as gray literature. Two independent reviewers reviewed each publication and one expert defined controversies.Results. A total of 1682 articles were identified, of which 33 were selected. The average quality of the reviewed articles was 13 points [6-14]. The thematic analysis identified two groups. First, self-care assessment studies (N = 12) highlighting the World Health Organization Quality-of-Life Scale (WHOQOL-BREF) and the Health Promoting Lifestyle Profile II (HPLP-II); and second effective intervention study highlighting four strategies: mindfulness (N = 14); group interventions (N = 8); mentoring (N = 2); and curricular interventions (N = 4). Conclusion. There are a variety of effective strategies to assess and promote self-care in health students. The studies we found stand out for being of good quality and applicable to the different study plans.