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The Nursing Student Licensure Examination: A Scoping Review
Flavia Pantaleo1, Alessandro Stievano2, Chiara Mastroianni3
1Department of Biomedicine and Prevention, University of Rome Tor Vergata, 00133 Rome, Italy.
Nursing Reports (Pavia, Italy)
|August 27, 2025
Summary
International nursing licensure exams share commonalities in assessing cognitive skills, primarily through multiple-choice questions. However, a need exists for adaptable frameworks to ensure fairness and support global nurse mobility.
Area of Science:
- Nursing Education
- Healthcare Professional Assessment
- Global Health Standards
Background:
- Globalization and professional mobility necessitate standardized nursing competency assessments.
- Nursing licensure examinations are crucial for transitioning from academia to practice.
- International ambiguity exists regarding assessed competencies and assessment methodologies.
Purpose of the Study:
- To map international literature on nursing licensure examinations.
- To compare frameworks, domains, performance levels, and assessment tools.
- To identify similarities and differences in core entry-level nursing competencies.
Main Methods:
- Scoping review following Arksey and O'Malley's framework.
- Searched multiple databases (PubMed, CINAHL, Scopus, etc.).
- Included studies on competency frameworks, performance levels, and assessment tools for undergraduate nursing licensure.
Main Results:
- Analyzed 23 studies; 'Client Needs' was the most frequent framework.
- Common competency domains included patient needs, professional roles, and healthcare settings.
- Cognitive performance (multiple-choice questions) and practical skills (bedside tests) were dominant assessment types.
Conclusions:
- Significant variations exist in nursing licensure examination frameworks and domains.
- Cognitive performance expectations and assessment tools show some international consistency.
- An internationally adaptable, context-sensitive framework is needed to promote fairness and nurse mobility.
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