Values in Exchange – Professional Formation through internationalization in Nursing Education

Cultivating professional identity and a sense of meaningfulness is essential for preparing health professionals for an increasingly interconnected and uncertain world. Based on several years of international study trips to Japan, where Danish nursing students engage with Japanese nursing institutions and health system in shared educational activities, this paper explores the influence of intercultural learning environments on nursing students.
While cultural learning and understanding are described as the key outcome in several studies (Bønlykke et al, 2018, Jansen et al, 2023) this paper also explores the influence of international study trips on personal and professional identity and courage, sense of meaningfulness and ultimately on student persistence. The focus is on how encounters with different cultures and health systems can function as a transformative space where professional identity and courage is exercised and stimulated through reflection, dialogue and engagement with complexity. Drawing inspiration from Glavind et al.’s (2025) elaboration of Tinto’s (Tinto, 2017, 2024) theories of drop out and persistence into profession-oriented perspectives, we use their concepts of self-efficacy, sense of belonging and sense of purpose to explore how the international setting of the study trips supports students’ motivation, sense of meaningfulness and perseverance in professional education. The study is based on qualitative data collection of nursing students’ experiences, such as observation during study trips, interviews with participating students and analysis of their travel letters. Some participants are still completing their professional education, others have moved on to professional
employment in the Danish healthcare system. The study focuses on how nursing students experience and make sense of moments of uncertainty, ethical tension, and cultural contrast. These experiences are analyzed as catalysts for developing the capacity to think and act autonomously and develop professional identity. What emerges when students question taken-for-granted norms, negotiate
professional values, and reflect on new understandings of care, technology, and health profession? And how are these experiences reflected in the continued professional identity? By exploring the impact of international experience the study contributes to an discussion of how to strengthen students’ professional identity and perseverance both within the education and in the Danish healthcare system.