Erasmus in undergraduate nursing students: A scoping review of mobility experiences

Background: The Erasmus Mobility programme offers university students opportunities for academic development, professional training, and intercultural exchange. However, research exploring the impact and implications of Erasmus Mobility among undergraduate nursing students remains fragmented, methodologically heterogeneous, and lacking a comprehensive synthesis specifically focused on nursing education contexts. Aim: To systematically map and synthesise the existing research on Erasmus Mobility among undergraduate nursing students within the European context, with a particular focus on students' personal, academic, professional, and intercultural experiences, as well as the methodological approaches, challenges, and research gaps related to mobility programmes in nursing education. Design: A scoping review. Data source: A systematic search across seven databases included primary studies published in English, Italian, or Spanish between 2014 and 2025 was conducted. Review methods: Arksey and O'Malley's framework. Results: The eight included studies conducted in seven European countries. Mobility durations ranged from one to three months and destinations included the United Kingdom, Turkey, and Northern Europe with activities (study or clinical placements). Reported outcomes included language improvement, cultural adaptation, and autonomy development, alongside language barriers and disparities in clinical assessment methods. Conclusion: Erasmus Mobility fosters cultural competence and professional development among undergraduate nursing students. Future research should prioritise investigating post-Erasmus Mobility reintegration challenges and participation barriers.