# The Experience of the Nursing Licensure Examination Among Newly Graduated Nurses: A Qualitative Study

## TL;DR

This study explores the experiences of newly graduated nurses during their licensure exam in Italy, revealing how they perceive its value and emotional impact.

## Contribution

The study provides novel insights into the lived experiences of newly graduated nurses during the licensure examination, which has been under-researched in Italy.

## Key findings

- The licensure examination is perceived as a rite of passage and a moment for professional identity construction.
- Participants experienced a mix of emotions and ambivalence during the exam process.
- The study highlights the need for critical reflection on the fairness and educational value of the examination system.

## Abstract

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.