Pantaleo Flavia, Stievano Alessandro, Mastroianni Chiara, Petrucci Giorgia, Mazzitelli Natascia, Piredda Michela, De Marinis Maria Grazia, Marchetti Anna
Department of Biomedicine and Prevention, University of Rome Tor Vergata, 00133 Rome, Italy.
Department of Clinical and Experimental Medicine, University of Messina, 98122 Messina, Italy.
Nurs Rep. 2025 Aug 14;15(8):299. doi: 10.3390/nursrep15080299.
: In an increasingly globalized context marked by growing professional mobility, establishing shared standards for assessing nursing competencies is essential. The licensure examination represents a critical gateway between academic preparation and professional practice. However, significant ambiguity remains regarding what competencies are assessed and how this assessment is conducted internationally. : This scoping review aimed to map the international literature on nursing licensure examinations by comparing frameworks and domains, performance levels, and assessment tools to identify similarities and differences in the core competencies required for entry into practice. : The review followed Arksey and O'Malley's methodological framework. Comprehensive searches were conducted across PubMed, CINAHL, Scopus, ERIC, Cochrane Library, ProQuest, and OpenGrey databases. Studies addressing competency frameworks, performance levels, and assessment tools in undergraduate nursing licensure were included. : Twenty-three studies were analyzed. The most frequently cited framework was 'Client Needs'. Competency domains commonly addressed patient needs, professional roles, and healthcare settings. The dominant performance level was cognitive, typically assessed through multiple-choice questions; practical skills were often evaluated via 'bedside tests'. Despite variations in frameworks and domains, cognitive performance expectations and assessment tools showed some consistency. : These findings underscore the need for a context-sensitive, internationally adaptable framework to promote fairness and support nurse mobility.
在职业流动性不断增强的日益全球化的背景下，建立评估护理能力的共享标准至关重要。执照考试是学术准备与专业实践之间的关键通道。然而，在国际上评估哪些能力以及如何进行这种评估方面仍存在重大模糊性。
本范围审查旨在通过比较框架和领域、绩效水平及评估工具来梳理有关护理执照考试的国际文献，以确定进入实践所需核心能力的异同。
该审查遵循了阿克西和奥马利的方法框架。在PubMed、CINAHL、Scopus、ERIC、Cochrane图书馆、ProQuest和OpenGrey数据库中进行了全面检索。纳入了涉及本科护理执照考试中的能力框架、绩效水平和评估工具的研究。
分析了23项研究。最常被引用的框架是“客户需求”。能力领域通常涉及患者需求、专业角色和医疗保健环境。主要的绩效水平是认知方面，通常通过多项选择题进行评估；实践技能常通过“床边测试”进行评估。尽管框架和领域存在差异，但认知绩效期望和评估工具显示出一些一致性。
这些发现强调了需要一个因地制宜、具有国际适应性的框架，以促进公平并支持护士流动。
