Educational Innovation in Nursing Management after Reforms in the National Nurse Licensure Examination: A Narrative Review

Purpose: This study aimed to propose directions for innovation in nursing management education by reviewing reforms to the Nurse Licensure Examination, analyzing the relevance of Nursing Management to the job roles of newly graduated nurses, and examining perceptions of Nursing Management courses. Methods: A narrative review was conducted using research reports, policy reports, laws and regulations, and press releases from the government and the Korea Health Personnel Licensing Examination Institute. Peer-reviewed articles were also reviewed using keywords related to “newly graduated nurses,” “nursing job,” and “managerial or administrative competency.” Results: The Nurse Licensure Examination is expected to shift from knowledge-based assessment to job-based assessment by integrating the existing eight subjects into General Nursing and Health-Related Laws and Regulations. Nursing Management is included in the domain of “nursing management and professional development,” which comprises seven subdomains. The subject is relevant to newly graduated nurses’ job roles in multiple areas. However, managerial and administrative competencies are often perceived as competencies required only by managers, despite being essential for all nurses to strengthen professionalism. This perception affects both students’ understanding of nursing management and policies related to the Nurse Licensure Examination. Conclusion: Nursing management education should be prepared for future changes by reframing perceptions of the field and improving its alignment with the job roles of newly graduated nurses.