Professional Identity Formation through International Nursing Exchange: A Reflective Qualitative Report of a Thai Male Nursing Student’s Experience in Japan

抄録

International exchange programs have become an important component of nursing English education, offering opportunities for linguistic development, intercultural learning, and professional identity formation. This reflective qualitative report examines the experience of one respondent, a Thai male nursing student in a short-term exchange program at a Japanese nursing college. The respondent’s comments in a reflective questionnaire and a follow-up interview provided data that were then examined through theory-informed analysis. Accordingly, this report explores how English learning, hospital observation, and peer interaction can contribute to psychological growth, intercultural empathy, and the development of professional identity. The report draws on experiential learning theory and professional identity formation frameworks and considers data from a male nursing perspective. The findings suggest that international exchange programs can function as a transformative educational space where language learning, gender, and professional values intersect. Consequently, the report highlights the pedagogical significance of integrating student voices and reflective analysis in nursing English education.