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The proportion of research misconduct cases among trainees in the biomedical sciences has risen, raising the question of why, and what are the responsibilities of research administrators and the research community to address this problem. Although there is no definitive research about causes, for trainees the relationship with a research mentor should play a major role in preventing actions that constitute research misconduct (fabrication, falsification and plagiarism). Examination of the limited literature and of the number of cases closed by the US Office of Research Integrity (ORI) between 2009 and 2013 raises questions about the mentor-student relationship and what it should be accomplishing. But many gaps in policy and its implementation inhibit this role. There is no acknowledgement of mentorship in federal regulations and research on how to teach research integrity is woefully underdeveloped, especially for international trainees. And some institutional research integrity officers may have had little preparation for the role.

There are a number of important documents that provide guidance in the consideration of library services supporting nursing programs and students at a distance. Standards are available from the National League for Nursing Accrediting Commission (NLNAC), the American Association of Colleges of Nursing (AACN), and the Commission on Collegiate Nursing Education (CCNE). In addition, the Association of College and Research Libraries' (ACRL) "Guidelines for Distance Learning Library Services" offers interested parties another option, as do the more recently published "Information Literacy Competency Standards for Higher Education." This paper reports on a survey concerning these documents and their usefulness to those planning or enhancing library services in support of distance nursing programs and students. (Contains 21 notes.)