Aims: To describe the mentoring competence of clinical practice nurse mentors and identify different mentor profiles.Design: Cross‐sectional research design, secondary analysis.Methods: An international, cross‐sectional study design was performed in five European countries. A total of 1 604 mentors from 33 healthcare organizations participated in the study between 2016–2019. The Mentors' Competence Instrument (MCI), which includes seven sub‐dimensions and 44 items, was used to collect data. K‐means cluster and binary regression analyses were performed to detect mentor profiles and determine how various factors affect competence, respectively.Results: The K‐means cluster analysis identified three distinct profiles: A (n = 926); B (n = 566); and C (n = 85). The profiles showed significantly different values (p < .001) across all seven areas of mentoring competence. In comparison with the other profiles, nurses in profile A were older, had more work experience and were more probably to have completed mentoring‐specific training.

Aim. Montessori activities were implemented in nursing care of older adults in the home environment with the aim of creating meaningful, inclusive, and failure-free daily activities that improve their quality of life. Material and methods. In-depth comparative case studies with exploratory methods were used based on structured interviews and observation of four purposely selected older adults with and without dementia in the home environment. The data was collected using the Montessori methodology, which was divided into five phases. Results. Diff erent types of activities and roles were developed based on the individual’s abilities and interests. The participants felt more independent and self-confident in the performance of planned activities and satisfied that they are busy during the day and engaged in activities that contribute to their better mobility and health. Conclusions. Implemented activities can facilitate the inclusion of older adults in the daily routine of family life, increase the quality of life and the possibility of self-care in the home environment.

The aim of the study is the analysis of educational needs of European intensive care nurses (ICNs) with regard to multicultural care. A mixed-method multinational study was performed among 591 ICNs coming from 15 European countries. An online survey was utilised with three research tools: participants’ sociodemographic details, Healthcare Provider Cultural Competence Instrument, and a tool to assess the educational needs of ICU nurses with respect to multicultural care. The highest mean values in self-assessment of preparation of ICU nurses to provide multicultural nursing care and their educational needs in this regard were detected in the case of nurses coming from Southern Europe (M = 4.09; SD = 0.43). With higher age, nurses recorded higher educational needs in the scope of multicultural care (r = 0.138; p = 0.001). In addition, speaking other languages significantly correlated with higher educational needs related to care of patients coming from different cultures (Z = −4.346; p < 0.001) as well as previous education on multicultural nursing care (Z = −2.530; p = 0.011). Experiences of difficult situations when caring for culturally diverse patients in ICU were classified into categories: ‘treatment procedures and general nursing care’, ‘family visiting’, ‘gender issues’, ‘communication challenges’, and ‘consequences of difficult experiences’. The educational needs of intensive care nurses in caring for culturally diverse patients are closely related to experiencing difficult situations when working with such patients and their families.