Background: Evidence-based practice (EBP) is the appropriate approach to guide healthcare personnel in their clinical practice. Despite the importance of EBP, undergraduate nursing students are not very much engaged and have a lack of knowledge and skills. Aim: The aim of this study was to gather, assess and synthesize evidence on educational interventions promoting evidence-based practice competencies in traditional undergraduate nursing students. Methods: This is a scoping review on sixteen English and non-English databases. A data extraction form was established including authors, year of publication, country, types of participant, specific objectives, study design, educational intervention, comparison if existed, and outcomes of significance. Results: The search strategy retrieved 8901 records in total. After screening for duplicates and eligibility, 20 articles were included in the qualitative synthesis. Improvement in EBP domains such as knowledge, skills, attitudes/behaviours, EBP beliefs, use, practice, level of evidence, critical thinking and future use of EBP were mentioned and assessed in different studies. Conclusions: EBP training can improve nursing students’ capacity in healthcare provision. Teaching EBP competencies along undergraduate nursing curricula should be a high priority at nursing programmes. The use of innovative approaches seems to be more effective than traditional ways. Education of EBP increases its future use and critical thinking and EBP programs improve self-efficacy and the level of evidence utilization.

Background: Consensus on evidence-based practice (EBP) competencies and associated learning outcomes for registered nurses has not yet been achieved in the European context.Aims: To establish a set of core EBP competencies for nurses and the most important EBP learning outcomes encompassing attitudes, knowledge, and skills dimensions for implementation into nursing education in European countries.Methods: A multi-phase modified Delphi survey was conducted: Phase 1, a literature review; Phase 2, a two-round consensus of experts; and Phase 3, a Delphi survey. Experts from six European countries participated.Results: In Phase 1, 88 records were selected and 835 statements extracted, which were grouped according to the seven steps of EBP. After removing 157 duplicates, the remaining competencies (n = 678) were evaluated in Phase 2. Then, a two-round expert consensus was reached, with 24 competencies and 120 learning outcomes identified and divided into affective, cognitive, and skills domains. In Phase 3, based on a Delphi survey expert consensus, all evaluated statements were included in a final set of competencies and learning outcomes. Only two learning outcomes were recommended for allocation to a different domain, and four were reformulated as suggested, with no further changes to the others.Linking Evidence to Action: The set of EBP competencies and learning outcomes can guide nurse educators, managers, and EBP stakeholders in the development of content that incorporates EBP knowledge, skills, and attitudes into educational programs. Prioritizing the EBP competencies and learning outcomes that are most necessary and adapting them to every context will provide healthcare organizations with guidelines for enhancing the continuing education of nurses. These results could facilitate the development of effective tools for assessing nursing students' and nurses' perception of competencies required for EBP processes. BACKGROUNDA thorough integration of the best scientific evidence into daily practice is key to effective improvements in quality of care and patient outcomes (Saunders, Gallagher-Ford, & Vehviläinen-Julkunen, 2019). The World Health Organization (World Health Organization, 2017), therefore, states that it is imperative for countries in the WHO European region to consider the benefits of evidence-based practice (EBP) and to focus on continuous improvements in quality of care. As the largest group of healthcare professionals, nurses play a key role in providing effective, safe, and evidence-based care, which requires the translation of research results into EBP (World Health Organization, 2017). To ensure safe and quality nursing practice, the

Uvod: Multikulturalizem, globalizacija in internacionalizacija predstavljajo neizogiben dejavnik razvoja, ki so mu izpostavljeni tako visokošolski prostor kot klinična okolja. Raziskave kažejo, da klinični mentorji nimajo dovolj multikulturnih kompetenc. Namen raziskave je bil proučiti izkušnje kliničnih mentorjev in visokošolskih učiteljev z mentorstvom tujim študentom. Metode: S kvalitativnim pristopom – študijo primera so bile raziskane izkušnje kliničnih mentorjev in visokošolskih učiteljev z mentorstvom tujim študentom zdravstvene nege enega od visokošolskih zavodov. Podatki so bili zbrani januarja 2014, s tehniko skupinskega intervjuja, uporabljen je bil polstrukturiran vprašalnik. V vzorec je bilo vključenih šest kliničnih mentorjev in visokošolskih učiteljev. Pogovori so bili transkribirani in besedilo podrobno analizirano s pristopom indukcije. Rezultati: Odgovori so bili strnjeni v pet glavnih tem: kulturno zavedanje, poznavanje kultur, kulturne spretnosti, medkulturni stiki in želja po kulturni osveščenosti. Kategorije opisujejo izkušnje intervjuvancev v novih kulturah, posebnosti mentorstva, željo po kulturni osveščenosti in jezikovne ovire. V želji po kulturni osveščenosti ugotavljamo vpliv kulture na kakovost zagotavljanja zdravstvene nege, željo po novih znanjih in pozitiven odnos do internacionalizacije praktičnega usposabljanja. Diskusija in zaključek: Intervjuvanci navajajo, da je pomembno medsebojno spoštovanje različnih kultur. Izražajo željo po razumevanju drugačnosti, ne navajajo posebnih priprav na izmenjavo tujih študentov. Jezikovna ovira in strah se ob vsakodnevnem stiku s tujimi študenti zmanjša. Raziskava prispeva k boljšemu razumevanju razmer v procesu mentorstva tujih študentov zdravstvene nege.

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Uvod: Klinično usposabljanje študentov zdravstvene nege se zaključi z ocenjevanjem in samoocenjevanjem. Namen raziskave je bil ugotoviti razlike med ocenjevanjem kliničnega usposabljanja s strani kliničnih mentorjev in med samoocenjevanjem s strani študentov visokošolskega strokovnega programa Zdravstvene nege na Fakulteti za zdravstvo Angele Boškin.Metode: Raziskava je temeljila na kvantitativni neeksperimentalni opisni metodi. Podatki so bili zbrani s pisno analizo dokumentov; kot instrument je bila uporabljena primerjalna lista ocen in točk s 122 ocenjevalnih in samoocenjevalnih obrazcev za klinično usposabljanje v študijskem letu 2015/2016. Pridobljeni podatki so bili analizirani s pomočjo opisne statistike, t-testa za neodvisne vzorce in enofaktorske analize variance. Za statistično pomembne podatke so bile upoštevane razlike, kjer je bila vrednost statistične značilnosti p ≤ 0,05.Rezultati: Statistično značilna razlika se pojavlja tako v oceni / samooceni aktivnosti zdravstvene nege (t = 5,519, p < 0,001) kot tudi v oceni/samooceni profesionalnega vedenja na kliničnem usposabljanju (t = 3,686, p < 0,001). Študenti tretjega letnika (n = 41, = 19,6, s = 1,1) se na področju komunikacije samoocenijo z več točkami kot študenti prvega in drugega letnika, čeprav med vsemi tremi letniki ni statistično značilnih razlik (F = 2,907, p = 0,059). Diskusija in zaključek: Klinični mentorji ocenijo izvajanje aktivnosti zdravstvene nege z več točkami kot študenti zdravstvene nege. V točkovanju profesionalnega vedenja na kliničnem usposabljanju se pojavljajo razlike med oceno/samooceno. Raziskava ugotavlja razlike med oceno in samooceno kliničnega usposabljanja s strani študentov Fakultete za zdravstvo Angele Boškin in kliničnih mentorjev.