A study was carried out on 106 Peruvian students assigned to 3 university institutions, who were reincorporated into the academic process under the blended modality in the months of May and June 2020, in accordance with ministerial resolutions. A health program aimed at self-care for COVID-19 was designed in the context of the biological risk inherent in the interaction with the various academic actors given the face-to-face study modality, considering the scientific evidence and government guidelines for the education sector. After the review and validation of a panel of 9 experts, 15 themes distributed in 5 dimensions were established, making use of scientific and academic virtual resources. To explore the effects of the instructional model on the development of student competencies, 53 of them were randomly assigned to a group where additional playful strategies were applied according to the Synchronous Virtual Environment (SVE), while the remaining 53 received their own playful activities. of the Asynchronous Virtual Environment (EVA), the analysis of the evaluative processes of both environments allows us to consider that the students assigned to the EVS managed to develop better attitudes and practices in 4 of the 5 competences proposed in comparison to the EVA students, a difference that was statistically significant in the practice of competencies act before COVID-19 (x2=4.898; p=0.027), replicate self-care in the environment and the community (x2=7.609; p=0.006) and apply measures to prevent transmission, both in its attitudinal component (x2=3.938; p=0.047) and practical (x2=7.609; p=0.006). It is proposed that the EVS allows a better development of competencies in health programs