Purpose. Healthcare organisations need to define the role of the nurse manager in light of recent global health developments. For this purpose, several core competencies essential for each hierarchical management level need to be assessed. Different measurement instruments have been developed to assess nurse managers competencies. This systematic review summarises the characteristics and psychometric properties of existing instruments measuring first-, middle-, and top-level nurse managers competencies. Methods. Following PRISMA guidelines for reporting and COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) guidelines, 789 articles were retrieved from PubMed, Scopus, CINAHL, and APA PsycINFO databases with no time limitation. The review protocol was registered on PROSPERO (CRD42023425854). Results. Ten tools were identified, assessing one or more competencies among nurse managers: Competency Elements for Nurse Managers of Tertiary General Hospitals, NICA-NL, HCCI, I-FLNMMCS, NMCI, Chase Nurse Manager Competency Questionnaire, CASHN, Questionnaire for Head Nurses Managerial Competencies, Nurse Manager EBP Competency Scale, and the Home Healthcare Nurse Manager Assessment Tool. Conclusion. Following the COSMIN assessment, the Chase Nurse Manager Competency Instrument was the most comprehensive among the included instruments, and the CASHN questionnaire scored highest on methodological quality and level of evidence. These instruments can be used in clinical practice to evaluate competencies and as a basis for developing managerial training courses.

Background: Competence is an essential concept for measuring nurses’ performance in terms of effectiveness and quality. To this end, our analysis highlighted the process of acquiring competencies, their self-evaluation into clinical practice, and how their proficiency levels change throughout the nursing career. In detail, this research explored nurses’ perceived level of competence and the factors that influence it in different contexts. Methods: A cross-sectional survey using a structured questionnaire to assess the nursing participants’ perception of their competencies in different clinical settings was accomplished. Results: A descriptive and bivariate analysis was performed on 431 nurses. Most respondents assessed their level of competence to be higher than their roles required. The Kruskal–Wallis test confirmed that nursing experience was a relevant factor influencing nursing competencies. Conclusions: We suggest improving the competence of practicing nurses, using experience as a measurable effect of their development.

The development and evaluation of eLearning approaches is a global trend in higher education today. This study aimed to develop a companion evaluation toolkit consisting of formative and summative assessment scales to evaluate academics’ experiences in designing, delivering, and evaluating eLearning. To test the psychometric properties of the companion evaluation toolkit, an instrument validation study was conducted. Items were created, then tested for content and face validity. A confirmatory factor analysis (n = 185 participants) for the summative assessment scale examined the underlying structure of the scale, while reliability was assessed using the Cronbach’s alpha coefficient. The results show that the model examined is consistent with the 3 factors (33 items) explaining a total of 62% of the variance. The results also show a high level of reliability for both the formative and summative scales that comprise the companion evaluation toolkit. The results of this study can be used and welcomed by both teachers and professionals involved in the development and use of learning management systems or in the design, delivery, and evaluation of the eLearning process.

Background/Objectives: Understanding how work environments affect nurses’ turnover intentions is crucial for improving retention and organizational stability. Research on factors influencing nursing turnover intentions in Italy is limited despite its significant impact on healthcare sustainability today. Aim: This study aims to identify the individual, interpersonal, and job-related factors influencing quit intentions among nurses, examining the mediating role of job satisfaction. Methods: Guided by the Job Demands–Resources (JD-R) theory and Social Exchange Theory (SET), this cross-sectional study applied structural equation modelling (SEM) to analyse theoretical relationships. Researchers collected data between August 2022 and December 2023 via an online survey sent to nurses in different settings across Italy. This study tested a hypothesised mediation model using SEM analysis, demonstrating good fit indices. Results: A total of 1745 nurses responded. The findings reveal that high job demands—physical, mental, and emotional workloads—were significantly associated with increased dissatisfaction and quit intentions. Conversely, job resources, including decision-making autonomy, inspiring leadership, and positive leader–member exchanges, were linked to greater job satisfaction and retention. Contrary to expectations, work satisfaction did not mediate the relationship between job demands/resources and turnover intentions. This could be explained by the strong direct effect of job satisfaction on turnover intentions. Additionally, younger nurses were more likely to report higher turnover intentions. Conclusions: Identifying potential quitters at an early stage is essential for the sustainability of healthcare organizations. Understanding the factors contributing to nurse turnover is crucial for developing effective retention strategies. This study emphasizes the need for healthcare organizations to prioritize supportive work environments to enhance nurse job resources, well-being, and retention.

Introduction: Despite nurses representing the largest healthcare professional group, the number is not enough for global health coverage. Understanding Generation Z students’ intrinsic and extrinsic motivations, internal and external influences, and beliefs in choosing nursing education is crucial. This knowledge empowers universities to enhance nursing program enrollment through targeted promotion and recruitment strategies. Objective: The aim was to understand why Italian students of Generation Z choose the Nursing Degree Course. Methods: In this pilot study, a cross-sectional design was used. A survey with closed and open answers analyzing demographics, opinions, and motivations among new enrolled nursing students was administered on the first day of the Bachelor of Nursing Degree course. Descriptive statistics were used. Quantitative data were analyzed with Chi-square and ANOVA tests and qualitative data underwent content analysis and coding. Correlation analysis explored relationships between qualitative and quantitative results. Results: Forty first-year students (85% female, average age 22) completed the questionnaire. The choice of the degree pathway, as the first or second option, is influenced by intrinsic and extrinsic motivations, the student's opinions, and family and social influences. Significant positive and negative associations were evidenced. Negative factors affecting choice included location and the responsibility for nursing care, while positive factors included role models, family advice, passion, curiosity for healthcare, the desire to help others, and family influences on decision-making. Conclusions: Among Italian generation Z students, the choice of the nursing degree pathway is influenced by social models, family advice, passion, the desire to help others, and curiosity. Universities should be more proactive in their recruitment and promotion efforts, transforming these events into vibrant meeting points for professionals from diverse nursing specialties. They should also implement robust information policies that highlight career possibilities spanning clinical practice, management, education, and research areas within the field.