Introduction The licensure exam in nursing has always focused on the curricula used in universities. 'Tuning' was the first project that sought to harmonize training purposes regarding competences and learning outcomes in Europe. The Tuning educational structures have been offered in various disciplines, including nursing with the development of the Tuning Nursing Project. The study describes which of 47 Tuning Nursing Competences were evaluated during the licensure exam in nursing degree courses, and what types of trials were used for their assessment. Methods A multicentric observational study was conducted in 4 universities in Italy. Data were collected in academic years 2017-2019, using two grids: one for cognitive and one for psychomotor tests. Results The Tuning competences were requested 7522 times. The most frequently demanded were those associated with domain number two, "Nursing practice and clinical decision making". The level of performance most required in cognitive tests was the autonomy of judgement, and both tests concerned the fields of non-communicable diseases and the hospitalized adult patient. Conclusions The competences most often assessed coincided with those deemed core for the first cycle of studies at the European level. Unfortunately, it has been detected a high degree of discrepancy in the types of tests used in different schools.

Background: 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. Objective: 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. Methods: 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. Results: 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. Conclusions: These findings underscore the need for a context-sensitive, internationally adaptable framework to promote fairness and support nurse mobility.

Background/Objectives: Hidradenitis Suppurativa (HS) is a chronic inflammatory skin disease associated with a significant impairment in patients’ quality of life (QoL). However, evidence on QoL assessment in HS remains fragmented, with heterogeneous instruments and domains reported. This scoping review aimed to map the assessment of QoL in individuals with HS, identify the instruments used, and describe the domains explored. Methods: This scoping review was conducted in accordance with the Arksey and O’Malley framework, as refined by Levac et al. and the Joanna Briggs Institute. A systematic search of six databases was performed between November 2025 and March 2026 to identify studies reporting QoL or patient-reported outcomes (PROs) in individuals with HS. Data were extracted and analyzed using a narrative synthesis approach. Results: A total of 21 studies met the inclusion criteria. HS was consistently associated with substantial QoL impairment across multiple domains, including physical, psychological, social, sexual, and occupational aspects. Symptom burden was a major determinant of reduced QoL, particularly pain, pruritus, malodor, and discharge. A wide range of instruments was used, with the Dermatology Life Quality Index (DLQI) being the most frequently applied. However, most tools did not adequately capture the multidimensional impact of HS. The use of HS-specific instruments was limited, and most studies adopted cross-sectional designs. Conclusions: QoL in HS is markedly compromised, but current assessment approaches are inconsistent and incomplete. Further research using comprehensive, disease-specific instruments and longitudinal designs is needed to better capture disease burden and support patient-centered care.

Background/Objectives: Hidradenitis Suppurativa (HS) is a chronic inflammatory skin disease associated with a significant impairment in patients’ quality of life (QoL). However, evidence on QoL assessment in HS remains fragmented, with heterogeneous instruments and domains reported. This scoping review aimed to map the assessment of QoL in individuals with HS, identify the instruments used, and describe the domains explored. Methods: This scoping review was conducted in accordance with the Arksey and O’Malley framework, as refined by Levac et al. and the Joanna Briggs Institute. A systematic search of six databases was performed between November 2025 and March 2026 to identify studies reporting QoL or patient-reported outcomes (PROs) in individuals with HS. Data were extracted and analysed using a narrative synthesis approach. Results: A total of 21 studies met the inclusion criteria. HS was consistently associated with substantial QoL impairment across multiple domains, including physical, psychological, social, sexual, and occupational aspects. Symptom burden was a major determinant of reduced QoL, particularly pain, pruritus, malodor, and discharge. A wide range of instruments was used, with the Dermatology Life Quality Index (DLQI) being the most frequently applied. However, most tools did not adequately capture the multidimensional impact of HS. The use of HS-specific instruments was limited, and most studies adopted cross-sectional designs. Conclusions: QoL in HS is markedly compromised, but current assessment approaches are inconsistent and incomplete. Further research using comprehensive, disease-specific instruments and longitudinal designs is needed to better capture disease burden and support patient-centred care.

Background: The nursing licensure examination is the final assessment of the university curriculum, certifying that students have acquired the competencies necessary for practicing the profession. Understanding the meaning and usefulness attributed to this test can contribute to the international debate on its value and potential continuation. In Italy, most studies in this field involve Directors of Degree Courses, while research on the lived experience of newly graduated nurses in facing the examination is lacking. Objective: The objective of this study is to explore the lived experience of newly graduated nurses during the licensure examination. Methods: A qualitative phenomenological study was conducted. Video–audio-recorded interviews were conducted and analyzed using Giorgi’s descriptive method, inspired by Husserl’s philosophy. Results: Fifteen nurses participated. The thematic analysis of the interviews revealed four significant areas: preparation and support received, ambivalent experience of the exam, emotions experienced during the exam, and the symbolic value ascribed to the exam itself. Each thematic area was further articulated into subthemes, for a total of ten analytical subdimensions. The licensure examination holds multiple meanings for new graduates: an opportunity for verification, a rite of passage, but also an emotionally charged event. While it represents a fundamental moment for constructing a professional identity, it also requires critical reflection on assessment methods, the fairness of the system, and the true educational value of the examination. Conclusions: Understanding the elements that influence the examination experience can help educators improve student preparation and promote a smoother transition to the professional role.