This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

Aims and objectives To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

European ICU nurses' cultural competence: an international cross-sectional survey Implications for clinical practice  Culturally competent nurses can positively influence the quality of patient care and patients' outcomes. Caring in an ICU setting requires a high level of nursing cultural competence because of the complexity and vulnerability of the patients' condition, family involvement and their informational needs, and the character of nursing work. Mobility programs included in undergraduate and postgraduate education of nurses which facilitate practice in other cultural environments may help to develop cultural competence.

Aim: In our research we wanted to propose a holistic model of palliative care from the perspective of nurses. Additionally, we compared the presence of specific aspects of palliative care (psychological, physical, social and spiritual) in hospitals and the community/home environment. Design: A quantitative cross-sectional study was used. Methods: The sample consisted of 127 nurses (92 hospital nurses, 35 community nurses). The proposed model was tested using a specific method of structural equation modeling (SEM) known as partial least squares (PLS). Results: Our research confirmed that physical aspects are influenced both by psychological and spiritual aspects, whereas social aspects have only an indirect influence. We detected a statistically significant difference between the hospital and the community environment regarding the impact of psychological aspects on social aspects, and of psychological aspects on physical aspects. Conclusion: Our research highlighted the professional shortcomings of the holistic approach in palliative care as it stands, especially in the community care setting, where it is necessary to ensure in-depth knowledge and skills, and practice within each holistic domain to provide quality treatment to palliative patients.