Elisabeth Irene Karlsen Dogan, Iren Borgen, Christine Grave Meyer
Nursing students' motivations for study exchange extended beyond academic learning and included personal growth, professional development, and engagement with different cultures and healthcare systems. Many students were attracted to destinations perceived as culturally and environmentally distinct from Norway, highlighting connections between student mobility, ecotourism imaginaries, and constructions of 'otherness.' Exchange was also viewed as a means of building cultural, social, and professional capital through international networks and global health knowledge. At the same time, students' desire to help communities in lower-income countries underscores the need for critical reflection on power relations and privilege. Overall, the findings suggest that study exchange can foster understanding of global and planetary health, but should be accompanied by reflection on sustainability, equity, and global responsibility.
BACKGROUND: Despite increased recognition regarding the internationalization of higher education (IoHE), the motives for and expectations of study exchange for nursing students remain under-researched. Knowledge about students' motivations for study exchange can provide an understanding of their rationale for going abroad. This, in turn, can offer insight into students' values and expectations, making it essential for developing sustainable study-abroad programmes.
AIM: The study aim was to explore the motivations and expectations of second- and third-year undergraduate nursing students applying for study exchange.
DESIGN: Qualitative design utilizing document analysis of motivation letters.
METHOD: Document and reflexive thematic analysis were conducted on 56 motivation letters written by nursing students in Norway as part of their application to study abroad. The students applied for study exchange programmes in Albania, Australia, Cameroon, Cuba, Czech Republic, India, Madagascar, Netherland, Tanzania, Thailand and the United States.
RESULTS: Five main themes were found: (a) the constructing of the exotic otherness, (b) building cultural, social, and professional capital, (c) the 'saviour complex' narrative, (d) a journey of self-discovery and professional development and (e) reproduction of student mobility.
CONCLUSION: Nursing students' motivations for study exchange extended beyond academic learning and included personal growth, professional development, and engagement with different cultures and healthcare systems. Many students were attracted to destinations perceived as culturally and environmentally distinct from Norway, highlighting connections between student mobility, ecotourism imaginaries, and constructions of 'otherness.' Exchange was also viewed as a means of building cultural, social, and professional capital through international networks and global health knowledge. At the same time, students' desire to help communities in lower-income countries underscores the need for critical reflection on power relations and privilege. Overall, the findings suggest that study exchange can foster understanding of global and planetary health, but should be accompanied by reflection on sustainability, equity, and global responsibility.