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.