Comparison of intention to immigration and relative factors among Undergraduate Nursing Students at Universities of Medical Sciences in Kerman, Iran and Erbil, Iraq in 2023

Comparison of intention to immigration and relative factors among Undergraduate Nursing Students at Universities of Medical Sciences in Kerman, Iran and Erbil, Iraq in 2023 | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Comparison of intention to immigration and relative factors among Undergraduate Nursing Students at Universities of Medical Sciences in Kerman, Iran and Erbil, Iraq in 2023 Sara Mehrabi, Jamileh Farokhzadian, Hemen Kareem Qadir, Azam Bazrafshan, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5701410/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 06 Jun, 2025 Read the published version in BMC Nursing → Version 1 posted 10 You are reading this latest preprint version Abstract Background & Aim: Migration is a phenomenon that both developed and developing countries are struggling with. Given that the decision to migrate is formed during the student period, the present study aimed to compare the degree of intention to migrate and related factors in undergraduate nursing students at universities of medical sciences in Kerman, Iran and Erbil, Iraq in 2023. Methods: This cross-sectional descriptive study focused on a sample of nursing students from Kerman University of Medical Sciences, Polytechnic, and Hawler University of Iraq. To ensure a representative sample, a simple random sampling method was utilized. The sample size conducted on 487 nursing students. 272 students selected from Kerman University of Medical Sciences and 215 students from Erbil University in Iraq. Data collection was performed using a structured questionnaire, which included items related to the intention to migrate, factors influencing this intention, and demographic information. The collected data were analyzed using both descriptive and correletional statistical methods , And SPSS-22 software was used. Findings: The data revealed that 69.5% of Iranian nursing students and 58.1% of Iraqi nursing students intended to emigrate. The most important reasons for the intention to migrate among Iranian students were better quality of life (4.39), the balance between income and living expenses (4.35), and economic and social stability (4.34). In addition, Iraqi students reported better quality of life (3.89), professors' behavior with students (3.70), and professors' teaching methods (3.56) as the reasons behind their intention to migrate. Conclusion: Iranian and Iraqi nursing students had a significant intention to migrate. Thus, effective policies should be adopted to reduce the intention to migrate among nursing students. Moreover, interventional studies need to explore the factors that can motivate this group of students to stay in the country. Migration Intention to Immigration Migration Factors Nursing Students Iran Iraq Figures Figure 1 Figure 2 Figure 3 Introduction The global migration of healthcare staff is a significant concern for the provision and development of health services in any country( 1 ). Healthcare workers, particularly in the health sector, are among the most mobile skilled professionals in the global labor market. This migration, often referred to as the medical brain drain, is increasingly recognized as a global workforce crisis in the healthcare sector( 2 ). The migration of healthcare professionals from developing countries, where human resources in the healthcare sector are already scarce, leads to substantial welfare losses. The departure of health workers hampers the ability of these countries to provide adequate health services and diminishes their capacity for education, research, and innovation in this sector, which, in turn, directly and indirectly affects socio-economic development( 3 ). The shortage of nurses is a global issue and one of the primary challenges facing healthcare systems around the world, including in Iran( 4 , 5 ). This lack of healthcare professionals, including nurses, has created a human resource crisis in many health systems and is a challenge not only in developing countries but also in some industrialized nations( 6 ). Moreover, the migration trends in these regions are concerning; available data from international organizations estimate that in 2020, around 1.3 million people emigrated from Iran and 2.1 million from Iraq, reflecting the broader migration patterns that impact healthcare sectors in both countries( 7 ). According to WHO, in 2018 there was a global deficit of 5.9 million qualified nurses( 8 ). The current shortage of approximately 9 million nurses and midwives worldwide is a real challenge for the health system of any country due to population growth, population aging, and the transfer of the public health burden to non-communicable diseases( 9 ). The shortage of nurses is also evident in high-income countries. The increase in demand for health services will lead to a shortage of 2.5 million nurses in 23 member states of the Organization for Economic Cooperation and Development (OECD) by 2030( 10 ). In Iran, factors such as inadequate salaries and benefits, inappropriate working conditions, lack of medical facilities and equipment, and lack of job satisfaction are among the main reasons for the migration of nurses. Also, the lack of opportunities for professional and educational development, and high work pressure, especially during the Covid-19 pandemic, fueled this issue. In Iraq, unstable security conditions, lack of health facilities, lack of job opportunities and low salaries are among the most important factors for the migration of nurses. These problems have led to a decrease in the quality of health services in these countries and require the serious attention of the authorities to improve the working and living conditions of nurses( 11 , 12 , 13 , 14 , 15 ). Previous studies have introduced various factors as the reasons for the intention to migrate among nurses and nursing students from Iran. Haghdoost et al. (2022) examined the factors related to emigration among students and health workers in Iran and showed that 52.5% of the participants had high and very high intentions to migrate( 16 ). Heidari et al. (2023) found that nurses had a relatively higher intention to migrate (0.67) compared to the average level ( 13 ). Similarly, Salehinia et al. (2020) reported a 65.59% migration intention score, with half of the nurses scoring above 76%. The majority had a high workload (82.79), and 99.2% had heavy workloads. There was a significant relationship between workload and migration intention( 17 ). Kamali et al. (2020) found a high migration intention among nurses (30.2), with 36.9% having a strong desire to migrate, and a negative correlation between job satisfaction and migration intention( 18 ). Asadi et al. (2016) identified factors such as seeking a better life, interdisciplinary discrimination, and experiences abroad as key influences on Iranian healthcare workers’ migration intentions( 19 ). Efendi et al. (2021) surveyed Indonesian nursing students and indicated that 91.3% of students were interested in immigrating to Japan( 20 ). Lee (2016) found that South Korean nursing students had an average migration intention of 50.74%( 21 ). Freeman et al. (2021) showed that 86% of graduates preferred to work in Canada, with factors like economic growth, professionalism, healthy work environments, and values of adventure and independence influencing their migration desires( 22 ). Hendel and Kagan (2011) found that 55% of Israeli nurses and nursing students considered or intended to emigrate, though there was no significant relationship between migration intention and perceptions of professional image. However, professional image contributed to migration intentions as part of the professional reasons( 23 ). Iraq, like Iran, is one of the developing countries, and there are no exact data on the migration of health workers in the two countries. It seems that the plan to revive Iraq's healthcare system has failed so far. Lack of security, mismanagement, the politicization of the Ministry of Health, administrative corruption, and inadequate education are the problems that have not been solved since 2003 by successive decision-makers in Iraq( 24 , 25 , 26 , 27 ). In 2011, Iraq's primary healthcare clinics had almost a 40% shortage of doctors( 27 ). The ratio of nurses to people in Iraq was 2 to 1000 people in 2018, which is an important factor in job burnout and stress. A study on nurses working in Erbil public hospitals showed that 63.8% of nurses had moderate job satisfaction( 28 ). The issue of migration in developing countries and the growing rate of the intention to migrate among Iran's workforce, especially nurses, is of particular importance, and the increase in the number of medical staff who migrate will reduce the quality of healthcare services in Iran and Iraq. On the other hand, no accurate data were found on migration intention and its related factors among nurses. However, there is a lack of comprehensive studies that examine the specific factors influencing migration intentions in these countries, particularly within the nursing student population. Both Iran and Iraq face common economic and social challenges, including the impact of international sanctions, which have exacerbated financial pressures and limited career opportunities. These socio-economic difficulties have created an environment in which migration is seen as a potential solution for better prospects. As a result, the increasing migration intentions among nursing students in these two countries are not only a reflection of personal aspirations but also a response to the broader economic and political context. This gap in research highlights the need for focused studies that explore these dynamics and their impact on the healthcare workforce in both nations. At the core of this study is an exploration of migration tendencies among undergraduate nursing students in universities in Kerman, Iran, and Erbil, Iraq in 2023. Specifically, the research aims to determine the extent to which these students are inclined to migrate, identify the key factors influencing their migration intentions, and examine how demographic and background variables correlate with both migration tendencies and their underlying determinants. By addressing these questions, this study seeks to provide valuable insights into the motivations and challenges associated with nursing students' migration aspirations in these regions. To this end, the present study sought to examine and compare the degree of the intention to migrate and factors affecting it among undergraduate nursing students at universities of medical sciences in Kerman, Iran and Erbil, Iraq in 2023. Materials and Methods This cross-sectional descriptive study was conducted in 2023 at the universities of Kerman, Iran, and Erbil, Iraq. Each university was selected as a cluster and the students were randomly selected from within the clusters and entered into the study. Given that the research conducted with the aim of measuring the intention to migrate, blinding was important, so a simple random sampling method was used to collect samples. The research population consisted of 362 nursing students from Kerman University of Medical Sciences, 300 nursing students from Erbil Polytechnic University, and 500 nursing undergraduate students from Hawler Medical University of Iraq. The participants were selected randomly based on Cochran's formula, taking into account a 10% dropout rate and 0.06 error levels. A total of 272 questionnaires were collected from the students at Kerman University of Medical Sciences and 215 questionnaires were collected from the students at Erbil and Hawler universities. Sample size formula: \(\:n=\frac{N{z}^{2}pq}{N{d}^{2}+\:{z}^{2}pq}\) n = sample size, z = 1.96, p = q = 0.5, N = size of a population, d = tolerance = 0.06 The inclusion criterion was being an undergraduate nursing student, and the exclusion criterion was the failure to complete more than 15% of items in the questionnaires (response rate = 100) ( 29 ). Using the literature review method and articles, a researcher-made questionnaire was developed for this study( 16 , 17 ). The participants’ demographic characteristics were assessed using a demographic information form. Moreover, a researcher-made questionnaire was used to examine the factors related to immigration, the barriers to immigration, and the reason for staying in the country of origin. The two questionnaires contained a total of 76 items. Since the courses at Erbil Polytechnic University are offered in English, the items in the questionnaires were translated into English by a proficient English translator. The content validity of the questionnaire was assessed quantitatively and qualitatively. The items in Farsi and English were reviewed by 9 professors at the faculties of nursing and midwifery of Kerman and Rafsanjan Universities of Medical Sciences, and the content validity of the English questionnaire was qualitatively assessed by 2 professors at the Iraq University. The simplicity and clarity of the items were assessed using a qualitative review of the content carried out by subject-matter experts, and the items were revised accordingly. Moreover, the content validity index (CVI) was estimated quantitatively to check the item relevance. The item necessity was also checked using the content validity ratio (CVR). The CVI and CVR values were 0.99 and 0.93, respectively. The reliability of the tool was calculated through a pilot study by administering it to 30 students and the internal correlation coefficient was estimated using Cronbach's alpha. Cronbach's alpha coefficient was calculated as 0.926 for the items measuring migration factors, 0.802 for the items assessing the reasons for staying in the country, and 0.839 for the items assessing the barriers to migration, showing that the reliability of the instrument was within the acceptable level. The Persian and English versions of the instruments were uploaded and the Iranian and Iraqi students could complete the items online. An online platform called ‘Porsline’ was used to respond to the online questionnaire at the following link: https://survey.porsline.ir/s/iLrhDZqX The questionnaire questions were divided into 4 categories: demographic questions, factors of migration, barriers to migration, and reasons for staying in the country of origin. The demographic and background information questionnaire contained 24 items that measured the participants’ gender, age, religion, city of residence, place of accommodation, marital status, number of children, academic semester, employment status, work experience, English proficiency, attitudes toward the future of the country, the degree of intention to migrate, the desire to work as a nurse in the destination country, the residence of relatives abroad, information about the destination country, and the decision to return to the country of origin. The migration questionnaire contained 22 items about the intention to migrate and the factors affecting it. The items are assessed based on a 5-point Likert scale including strongly disagree ( 1 ), disagree ( 2 ), undecided ( 3 ), agree ( 4 ), and strongly agree ( 5 ). The participants who stated that they had the intention to migrate were required to answer 33 items related to migration factors and 11 items about migration barriers. Accordingly, a score of 1 to 55 indicated low intention to migrate, 56 to 11 indicated moderate intention to migrate, and 111 to 165 showed high intention to migrate. In addition, a score of 1 to 18 indicated low migration barriers, a score of 19 to 37 showed medium migration barriers, and a score of 38 to 55 suggested high migration barriers. Furthermore, the participants who stated that they had no intention to migrate were required to complete 8 items about reasons to stay in the country of origin and 11 items about migration barriers. Accordingly, a score of 1 to 13 indicated low intention to stay, 14 to 27 indicated moderate intention to stay, and a score of 28 to 40 showed high intention to stay. Besides, a score of 1 to 18 suggested low migration barriers, a score of 19 to 37 showed moderate migration barriers, and a score of 38 to 55 showed high migration barriers. To comply with the ethical protocols, the necessary permit for data collection was obtained with the code IR.KMU.REC.1403.040 from the Kerman University of Medical Sciences and the students were ensured about the confidentiality of their information and signed a written informed consent form. The collected data were analyzed using descriptive and inferential statistics via SPSS-22 software. If the data were normally distributed, parametric statistics were used; otherwise, non-parametric tests were utilized. The demographic and background data (quantitative variables) were described using mean and standard deviation. In addition, (relative and absolute) frequency was used to describe the qualitative variables(using frequency test). The chi-square test or Fisher's exact test was used to compare the qualitative variables. The independent samples t-test was used to compare normal quantitative variables, and the Mann-Whitney U test was used to analyze the non-normal quantitative variables. The intention to migrate between the two groups (two countries) was compared using the independent samples t-test (or the Mann-Whitney U test if the data were not normally distributed). All statistical procedures were performed at a 95% confidence level and a significance level of 0.05. Results The data in this study showed that 52.9% of Iranian students and 60.9% of Iraqi students were female, and 47.1% of Iranian students and 37.7% of Iraqi students were male. There was no significant difference between Iranian and Iraqi students in terms of marital status (P-value > 0.05). In total, 90.4% of Iranian students were single and 9.2% of the students were married. Moreover, 87% of the Iraqi students were single and 11.2% of them were married. The mean age of the Iranian students was 21.18 ± 2.41 years and the mean age of Iraqi students was 21.4 ± 3.31 years. However, there was no significant difference between the university students from the two countries in terms of age (Table 1). The normality of the total score of the questionnaire was checked using the Kolmogorov-Smirnov test, and the results show that the variable in question was not normal (p < 0.05). Results Showed that 69.5% of Iranian students had the intention to migrate, and 30.5% of the students did not have the intention to migrate. Moreover, 58.1% of Iraqi students had the intention to migrate and 41.9% of them did not intend to migrate. There was a difference between Iranian and Iraqi students' intention to migrate. Accordingly, a greater number of Iranian students had the intention to migrate than Iraqi students (Table 2). The results showed that the decisions for immigration, such as continuing the nursing profession, applying for immigration, the time of immigration, the amount of information about the destination of immigration, and the intention to return to the country of origin were different among Iranian and Iraqi students (Table 3). The findings revealed that the most important reasons for the intention to migrate among Iranian students were better quality of life (4.39), balance between income and living expenses (4.35), and economic and social stability (4.34). Iraqi students reported better quality of life (3.89), professors' behavior with students (3.70), and professors' teaching methods as the reasons behind the intention to migrate (3.56). There was a significant difference in the mean score of the reasons for migration in the two groups of Iranian and Iraqi students. Thus, the score for the reasons for migration in Iranian students was 130.22 ± 17.72, which was significantly higher than that of Iraqi students (111.92 ± 20.49) (Fig. 1). The data in this study showed that the most important reasons for staying in the country of origin reported by Iranian students were being with the family (4.57), interest in the reform and development of the country (3.98), and patriotism (3.79). Moreover, Iraqi students stated that being with the family (4.35), patriotism (3.82), and feeling satisfied in the country (3.81) as the most important reasons for staying in the country of origin. The average scores of reasons for staying in the country of origin were almost the same in the two groups of Iranian and Iraqi students, and no significant difference was observed between the two groups (Fig. 2). The findings also indicated that the most important obstacles for Iranian students to migrate abroad were immigration costs (3.95), being away from family and friends (3.87), and the cost of studying in foreign universities (3.67). In addition, the most important obstacles for Iraqi students to migrate abroad were the cost of studying in universities abroad (4.01), the process of applying for admission to universities abroad (3.80), and information about the process of studying abroad (3.66). The mean scores for immigration barriers were the same in two groups of Iranian and Iraqi students, and no significant difference was observed between the two groups (Fig. 3). In order to determine the factors related to the desire to migrate, a linear regression model with gamma distribution and logarithmic correlation function was used. In fact, once each variable was modeled with the tendency to migrate, and the results were reported under the crude title in the tables. Then the variables with p-value < 0.2 were simultaneously entered into the regression model and its results are reported in the tables in the adjusted column (Table 4). Based on the results, in the adjusted part, the variables of academic year, language course and future of the country had a significant relationship with the intention to migrate. The estimated coefficient for second year students was 1.21, which shows that second year students were 1.21 times more likely to migrate than first year students. Also, the coefficient of the third academic year was 1.14, which shows that the third year students were 1.14 times more inclined to emigrate than the first year students. The variable coefficient of taking a language course for Kerman students was 0.87, which shows that students who did not take a language course were 13% less inclined to emigrate than students who took a language course (1-0.87 = 0.13). On the other hand, students who thought the country's future was average were 1.15 times more likely to immigrate than students who thought it was excellent. Students who thought the future of the country was bad and very bad were 1.70 and 1.81 times more likely to immigrate than those who thought the future was very good (Table 5). Based on the results, in the adjusted section, the variables of gender, academic year, marital status and future of the country had a significant relationship with the desire to migrate in the students of Erbil, Iraq. The estimated coefficient for gender was 0.86, which shows that girls were 14% less willing to migrate than boys (1-0.86 = 0.14). The coefficient of second-year students was 1.13, which shows that second-year students were 1.13 times more willing to migrate than first-year students. Also, the coefficient of marital status was 0.81, which shows that married students had a 19% (1-0.81 = 0.19) less desire to migrate than single ones (Table 6). The calculated coefficient for second year, third year and fourth year students was 1.18, 1.19 and 1.13 respectively, which shows that second year, third year and fourth year students were 1.18, 1.19 and 1.13 times more inclined to migrate than first year students. Also, the coefficient of marital status was 0.84, which shows that married students had a 16% (1-0.84 = 0.16) less desire to migrate than unmarried students. On the other hand, students who considered the future of the country bad and very bad compared to those who had a very good opinion about the future, were 1.24 and 1.26 times more inclined to imigrate. Discussion The present study examined the intention to migrate and its related factors in undergraduate nursing students at Kerman University of Medical Sciences and two universities in Iraq in 2023. The findings revealed that 69.5% of Iranian students and 58.1% of Iraqi students had the intention to emigrate. Moreover, the mean scores for the reasons for migration reported by both groups of students were at a high level. Heidari et al. (2023) surveyed nurses and the intention to migrate was reported at 0.67 showing a relatively higher-than-average level( 13 ). Moreover, Haghdoost et al. (2022) examined the factors related to emigration among students and health workers in Iran and showed that 52.5% of the participants had high and very high intentions to migrate( 16 ). Salehinia et al. (2020) showed that the score of intention to migrate was 65.59% and half of the nurses had an intention to migrate above 76%( 17 ). Kamali et al. (2020) showed that the mean intention to migrate was high among nurses (30.2). Moreover, 36.9% of the participants had a great intention to migrate( 18 ). Asadi et al. (2016) showed that the intention to migrate among Iranian healthcare workers was 54.77%( 19 ). Efendi et al. (2021) surveyed Indonesian nursing students and indicated that 91.3% of students were interested in immigrating and working abroad, especially in Japan( 20 ). A study by Lee (2016) on nursing students in South Korea revealed that nursing students had an average intention to migrate and the overall average intention to migrate was 50.74%( 21 ). Hendel and Kagan (2011) showed that 55% of Israeli nurses and nursing students thought about immigration or intended to emigrate( 23 ). Freeman et al. (2021) found that 86% of graduates preferred to work in Canada( 22 ). A comparison of the findings from the present study and other studies in the literature suggests that healthcare workers such as nurses and nursing students in many countries, such as Iran and Iraq expressed a significant intention to migrate. This finding suggests that migration is not exclusive to Iran and is considered a global phenomenon. Previous studies have reported the intention to migrate among nursing students from Indonesia, South Korea, and Israel. However, in a country like Canada, where the medical staff have better working conditions and welfare facilities, nurses do not often intend to migrate. Migration has significant consequences at both individual and national levels. On a personal level, it provides economic opportunities and access to better education but may also lead to psychological stress, loneliness, and cultural adaptation challenges( 30 , 31 , 32 , 33 ). Nationally, migration influences economic growth, with skilled labor benefiting host countries while causing brain drain in origin countries( 34 ). The article examines the migration intentions of nursing students and the factors influencing them. It is important to clarify that the intention to migrate begins to form during their studies. Once they enter the workforce, their migration decisions become more influenced by work-related goals and living conditions. The differences in the reasons for the migration of nurses in Iran and Iraq are due to the different economic, social and political conditions of these two countries. The present study showed that better quality of life with a mean score of 4.39 was one of the most important factors affecting the intention to migrate among Iranian students. However, the quality of life with a mean score of 3.89 moderately affected Iraqi students’ intention to migrate. Similarly, Asadi et al. (2016) found that the most important factors affecting the intention to migrate included achieving a better life, interdisciplinary discrimination, and the experience of living and studying abroad( 19 ). Dissatisfaction with quality of life can arise from several factors, including economic, social, psychological, and environmental aspects. Economic issues such as unemployment, insufficient income, and rising living costs in Iran are among the most significant influencing factors. Socially, feelings of inequality, lack of social support, and diminished social capital can contribute to increased dissatisfaction. Additionally, psychological challenges like job stress, anxiety, work environment violence, and job insecurity, as well as environmental factors such as air pollution, traffic congestion, and limited green spaces, adversely affect life satisfaction. Another factor affecting the intention to migrate is workload. Salehinia et al. (2020) showed that nurses' intention to migrate has a significant, positive, and weak relationship with their workload, suggesting that with increasing workload, nurses' intention to migrate increases. Furthermore, another factor affecting nurses’ intention to migrate is the workplace, and nurses’ intention to migrate had a significant, negative, and weak relationship with a healthy workplace, indicating that a healthy workplace can decrease the intention to migrate( 17 ). Kamali et al. (2020) showed that job satisfaction in nurses was moderate. There was a negative and significant correlation between job satisfaction and the intention to migrate. There was also a significant correlation between the dimensions of job satisfaction, including job status, job environment, salary and benefits, and social attitude toward the nursing profession and the intention to migrate( 18 ). The present study also showed that factors such as “power of decision-making in the clinical setting”, “professional relationships in the workplace”, and “career development” moderately and significantly affected Iraqi students’ intention to migrate. Moreover, Shojaei Motlagh et al. (2018) showed that the satisfaction of psychological needs and the reasons for migration are affected by factors such as “authority” (independent decision-making power and being neglected), “social support” (communication with healthcare staff, communication with nursing staff, and communication with nursing managers), and “career promotion” (dealing with the routine procedures, the nurse's role, job promotion opportunities, and organizational educational environment)( 35 ). Lee and Moon (2013) surveyed Korean nursing students and reported that the two most common reasons for migration were economic reasons (salary) (29.7%) and professional development (28.2%)( 36 ). Freeman et al. (2012) studied Canadian nursing students and found that factors such as economic growth, professional development, healthy workplace, values ​​of adventure, and independence affected their intention to immigrate( 22 ). The data in the present study showed that Iranian students had a higher intention to migrate compared to Iraqi students. In addition, a greater number of factors have caused Iranian students to intend to migrate. Despite the relatively similar conditions of the two countries of Iran and Iraq, Iraqi students were less inclined to emigrate. These findings can be attributed to the promotion of immigration campaigns among different groups and common people in Iran. Besides, the multiplicity of the factors affecting the intention to migrate among Iranian people shows people's concerns about various issues. According to the regression results, students who thought the country's future was average were 1.15 times more inclined to emigrate than students who thought it was excellent. Students who thought the future of the country was bad and very bad were 1.70 and 1.81 times more likely to immigrate than those who thought the future was very good. Accordingly, Haghdoost et al. (2022) reported that more than 71% of the participants preferred to migrate due to worry about the future, and close to half of the participants believed that living abroad is happier( 16 ). In this study, Iraqi students reported better quality of life, professors' behavior with students, and professors' teaching methods as the reasons behind the intention to migrate .No study has yet addressed the intention to migrate among nursing students in Iraq. However, Al-Samarrai and Jadoo (2018) showed that although 60% of Iraqi medical students believed that serving their citizens and their country is a priority, the vast majority of surveyed students (73%) had plans to leave Iraq. About 69% of the students wanted to emigrate and 49% of the students would want to emigrate if they succeeded in obtaining their graduation certificate. Moreover, 34% of the students reported that they would migrate if they had enough money, and the remaining 18% intended to migrate if they could get their parents' permission( 37 ). The present study also showed that the most important obstacles to immigrating abroad among Iranian students were the cost of emigration, being away from family and friends, and the cost of studying in universities abroad, and the most important obstacles to migration among Iraqi students were the costs of studying at foreign universities, the process of applying for admission to foreign universities, and information about studying abroad. Due to economic challenges, Iranian students face problems such as restrictions on transferring money and paying education fees, which complicates the process of educational migration. Due to infrastructural and educational limitations, Iraqi students may have less access to information and resources related to admission and study processes in foreign universities, which can act as an obstacle in their migration path. Newton et al. (2012) reported that learning English is the most important obstacle for nurses to migrate( 38 ). Moreover, Lee and Moon (2013) showed that more than 71% of Korean nursing students chose “lack of language skills” as an obstacle to migration. However, the present study showed that proficiency in the language of the destination country was a barrier to migration for Iranian and Iraqi students. Lee (2013) also reported the lack of adventurous spirit (8.4%), family (7.6%), lack of adaptation in life (7.1%), or lack of nursing knowledge and skills (5.4%) as barriers to immigration( 36 ). The findings also showed that the family was a less important factor for Korean students, while in Middle Eastern countries such as Iran and Iraq, the family is a more important obstacle to immigration, which indicates the greater importance of the family and that people’s lifestyle is more dependent on family in these countries. Furthermore, Chandra and Willis (2005) suggested leaving the family and society and settling in a new country is perhaps the most difficult personal and professional barrier to immigration. Adapting to a new culture, and environment, and sometimes the disappearance of a familiar social support system can be difficult. One of the most serious problems that immigrant nurses face in their new workplace and community is racism and discrimination caused by it( 39 ). The findings of the current research underscore the importance of reforming national health policies to create better conditions for nurses within the country. In particular, it is essential for governments to address economic disparities by providing appropriate financial incentives, such as adjusting salaries based on education level and workload. Non-monetary benefits, including low-interest loans, improved working conditions—such as reducing work pressure and enhancing the overall atmosphere in hospitals—and providing educational opportunities for professionals can decrease the intention to migrate. Furthermore, increasing social support through organizations and institutions related to nursing, along with enhancing recreational facilities and improving job security, can alleviate psychological and social pressures on nurses and contribute to the overall improvement of healthcare services. Limitations This study was the first cross-sectional study that was conducted in a comparative manner on the subject of the intention to migrate among nursing students in Iran and Iraq. Despite the effort to cover the subject accurately and comprehensively, this research has faced some limitations that may have effects. First: access to nursing students in Iraq was faced with challenges and problems, which made the process of accessing study samples time-consuming. One of the limitations of the present study was the reluctance of students to participate in the study and the failure to complete the questionnaires. To solve this problem, the participants were encouraged to complete the items by receiving rewards or additional grades for their contributions. Second: The tool used to collect data was a questionnaire, which may cause different interpretations of the questions by the respondents due to individual differences. Although an attempt was made to localize the questionnaire based on the culture of both Iran and Iraq, it is possible that some issues were perceived differently by the students. In addition to the mentioned cases, this research was conducted in a period of time and it is possible that the changes in the social, economic or political conditions of the two countries over time have effects on the intention of students to migrate, which the results of the study are not able to cover. Conclusion The present study indicated that Iranian and Iraqi nursing students had a significant intention to migrate. Moreover, the important reason for migration was to have a better quality of life, which shows that welfare facilities and quality of life are the top priorities for all people around the world, followed by working and educational conditions. The migration of nurses and nursing students abroad is associated with many challenges that differ depending on the country of origin. It is necessary to adopt special policies to reduce the intention to migrate among nursing students and the factors affecting it. In addition, more comprehensive studies should assess the impact of interventions on nursing students’ intention to stay in their country. Based on the findings of the study, recommendations for nursing education or health systems can be provided. Suggestions for future research can be discussed. Longitudinal studies are suggested to investigate the time changes of factors affecting the intention to migrate. Declarations Acknowledgements This article is the result of a master's degree thesis in nursing at Kerman University of Medical Sciences. We are also grateful to all the nursing students who participated in the research. Authors' contributions ZK, JFZ, AB, SM: Study conception and design, ZK, HKQ, SM: Data collection, TD, SM: Data analysis and interpretation, ZK, JFZ, SM: Drafting of the first manuscript. All authors read and approved the final manuscript. Funding The authors received no financial support for the research, authorship and/or publication of this article. Data availability The datasets used and analyzed during the current study are available from the corresponding author upon reasonable request. Conflict of Interest All authors declared no conflict of interest concerning this manuscript. Ethics approval and consent to participate All experiments involving human participants were conducted in accordance with relevant guidelines and regulations, and the study received approval from Kerman University of Medical Sciences under approval number IR.KMU.REC.1403.040. Written informed consent was obtained from all participants prior to their involvement in the study. The research maintained a solid commitment to ethical principles, including voluntary participation, anonymity, and confidentiality. Participants were explicitly informed of their right to withdraw from the study at any time without any repercussions. Clinical trial number Not applicable. Consent for publication Not applicable. Competing Interests The authors declare no competing interests. Author details 1 . Master's Student in Community Health Nursing, Student Research Committee, Razi Faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran 2 . Associate Professor, Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran 3 . Erbil Polytechnic University, Kerman University of Medical Sciences, and Gasha technically Institute 4 . Assistant Professor, HIV/STI Surveillance Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran 5 . Assistant Professor, Department of Biostatistics and Epidemiology, Faculty of Health, Kerman University of Medical Sciences, Kerman, Iran 6 . Assistant Professor, Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran * Corresponding author: Assistant Professor, Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran (Email: [email protected] ) References Crisp N, Chen L. Global supply of health professionals. N Engl J Med. 2014;370(10):950–7. Organization WH. The world health report 2006: working together for health. World Health Organization; 2006. Pillay R. A conceptual framework for the strategic analysis and management of the brain drain of African health care professionals. Afr J Bus Manage. 2007;1(2). Booth RZ. The nursing shortage: a worldwide problem. Rev Latinoam Enferm. 2002;10:392–400. Hudspeth R. Staffing healthy workplaces: Some global nursing shortage issues. Nurs Adm Q. 2013;37(4):374–6. Hawkes M, Kolenko M, Shockness M, Diwaker K. Nursing brain drain from India. Hum Resour health. 2009;7(1):1–2. MigrationDataPortal. Migration Data Portal 2020 [cited 2022. Available from: www.migrationdataportal.org. Organization WH. State of the world's nursing 2020: investing in education, jobs and leadership. 2020. Organization WH. Health workforce 2030: towards a global strategy on human resources for health. 2015. Scheffler RM, Arnold DR. Projecting shortages and surpluses of doctors and nurses in the OECD: what looms ahead. Health Econ Policy Law. 2019;14(2):274–90. Khorram A, Mirzaei A. Causes of Nurses' Migration, A Systematic Review. Qom Univ Med Sci J. 2023;17(0):639–55. Tajari M, Ashktorab T. Reasons Behind Immigration of Iranian Nurses: A Qualitative Study. Knowl Nurs J. 2023;1(1):40–51. Heidari A, Shah Bahrami M, Koochak F, Khatirnamani Z. Desire for emigration and its relationship with social capital among nurses working in teaching hospitals in Golestan, Iran. Payesh (Health Monitor). 2023:0-. Migration IOf. Iraqi Migration to Europe: IOM Report. IOM Website. 2023. UnitedNations. Migration, Environment, and Climate Change in Iraq. UN Iraq Website; 2022. Haghdoost AA, Noorihekmat S, Talaei B, Malekpour Afshar R, Salavati B, Behzadi F, et al. An Investigation of Factors Associated with Emigration of the Health Workforce in Iran in 2022. Iran J Cult Health Promotion. 2022;6(2):205–13. Salehinia N, Salehi T, Haghani S. Intention to immigration and its relationship with workload and healthy work environment in nurses. 2020. Kamali M, Niromand Zandi K, Ilkhani M, Shakeri N, Rohani C. The relationship between job satisfaction and desire to emigrate among the nurses of public hospitals in Tehran. J health Adm. 2020;23(3):11–6. Asadi H, Ahmadi B, Nedjat S, Sari AA, Gorji HA, Zalani GS. Factors affecting intent to immigration among Iranian health workers in 2016. Electron physician. 2017;9(6):4669. Efendi F, Oda H, Kurniati A, Hadjo SS, Nadatien I, Ritonga IL. Determinants of nursing students' intention to migrate overseas to work and implications for sustainability: The case of Indonesian students. 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EPA-0286-Job satisfaction among group of nurses in general-hospitals-erbil city. Eur Psychiatry. 2014;29:1. Sharifnia H, Ebadi A, Zareian A, Zarshenas L, Mojahedi M, Rakhshan M. Instrumentation in health sciences. 2 ed. editor. Tehran: Jamenegar; 2019. p. 282. De Haas H, Castles S, Miller MJ. The age of migration: International population movements in the modern world. Bloomsbury Publishing; 2019. Bhugra D. Migration and mental health. Acta psychiatrica Scandinavica. 2004;109(4):243–58. Berry JW. Immigration, acculturation, and adaptation. Appl Psychol. 1997;46(1):5–34. OECD, International Migration O. 2018 Paris2018 [Available from: https://doi.org/10.1787/migr_outlook-2018-en Bank W. World Development Report 2019: The Changing Nature of Work 2019 [Available from: http://documents1.worldbank.org/curated/fr/816281518818814423/pdf/2019-WDR-Report.pdf Shojaeimotlagh V, Valizadeh S, Hasankhani H, Bozorgomid A. Psychological needs, satisfaction and intention to migrate in Iranian nurses: A qualitative content analysis. Iran J Public Health. 2018;47(8):1201. Lee E, Moon M. Korean nursing students' intention to migrate abroad. Nurse Educ Today. 2013;33(12):1517–22. Al-Samarrai MAM, Jadoo SAA. Iraqi medical students are still planning to leave after graduation. J ideas health. 2018;1(1):23–8. Newton S, Pillay J, Higginbottom G. The migration and transitioning experiences of internationally educated nurses: a global perspective. J Nurs Adm Manag. 2012;20(4):534–50. Chandra A, Willis WK. Importing nurses: Combating the nursing shortage in America. Hosp Top. 2005;83(2):33–7. Tables Table 1. Comparing the demographic characteristics of the students in the two groups Variable Categories Iranian students Iraqi students P-value Frequency % Frequency % Gender Female 144 52.9% 131 60.9% 0.05 Male 128 47.1% 81 37.7% Marital status Single 246 90.4% 187 87.0% 0.587 Married 25 9.2% 24 11.2% Other 1 0.4% 0 0 Employment Employed 37 13.6% 65 30.2% <0.001 Unemployed 235 86.4% 150 69.8% Accommodation Personal house 110 40.4% 190 88.4% <0.001 Dormitory 162 59.6% 22 10.2% Academic semesters 1 and 2 69 25.4% 141 66.2% <0.001 3 and 4 74 27.2% 63 29.6% 5 and 6 70 25.7% 4 1.9% 7 and 8 59 21.7% 5 2.3% Relatives residing abroad Yes 96 50.8% 78 62.4% 0.043 No 93 49.2% 47 37.6% Table 2. The students’ attitudes toward the future of the country and their intention to migrate Variable Categories Iranian students Iraqi students P-value Frequency % Frequency % Attitudes toward the future of the country Positive 66 24.3% 91 42.3% <0.001 Moderate 92 3.8% 60 27.9% Negative 114 41.9% 64 29.8% Intention to migrate Yes 189 69.5% 125 58.1% 0.009 No 83 30.5% 90 41.9% The degree of the intention to migrate No intention 26 9.6% 69 32.1% <0.001 Low 44 16.2% 26 12.1% Moderate 83 30.5% 36 16.7% High 119 43.8% 84 39.1% Table 3. Decisions for immigration among Iranian and Iraqi students Variable Categories Iranian students Iraqi students P-value Frequency % Frequency % Continuing the nursing profession in the destination country Yes 179 94.7% 113 90.4% 0.216 No 10 5.3% 11 8.8% Applying for immigration No 133 70.4% 71 56.8% 0.018 Planned already 49 25.9% 42 33.6% No practical action taken 7 3.7% 12 9.6% Time for migration Within 1 year 1 0.5% 13 10.4% <0.001 1 to 3 years in the future 11 5.8% 29 23.2% After 3 years 57 30.2% 25 20% Not decided 120 63.5% 57 45.6% Information about the destination country Low 70 37.0% 66 52.8% <0.001 Moderate 89 47.1% 25 20% High 30 15.9% 33 26.4% The destination country Any developed country 142 75.1% 59 47.2% <0.001 Any country in the world 15 7.9% 31 24.8% No decision to migrate 32 16.9% 34 27.2% Returning to the country of origin I will return 76 40.2% 54 43.2% 0.302 I won’t return 43 22.8% 19 15.2% Undecided 70 37% 49 39.2% Table 4: Determining the factors related to the intention to migrate in undergraduate nursing students of Kerman University of Medical Sciences Variable Crude Adjusted Estimate (95%CI) P-value Estimate (95%CI) P-value Gender (female) 1.00 (0.92, 1.09) 0.949 - - Age 1.01 (0.99, 1.03) 0.297 - - Semester (ref:1) 2 1.21 (1.08, 1.36) 0.002 1.17 (1.05, 1.32) 0.006 3 1.14 (1.01, 1.28) 0.036 1.14 (1.01, 1.29) 0.024 4 1.05 (0.92, 1.19) 0.445 1.03 (0.91, 1.16) 0.674 Marital (married) 0.89 (0.77, 1.03) 0.129 0.88 (0.75, 1.02) 0.088 Accommodation (dorm) 0.96 (0.88, 1.04) 0.323 - - Work (no) 0.93 (0.82, 1.06) 0.267 - - Work experience 1.00 (0.99, 1.01) 0.501 - - Language level (ref: elementary) Intermediate 1.07 (0.97, 1.17) 0.167 1.00 (0.91, 1.10) 0.920 Advanced 1.11 (0.95, 1.29) 0.201 1.04 (0.89, 1.21) 0.639 Language course (no) 0.87 (0.80, 0.95) 0.002 0.89 (0.81, 0.97) 0.009 future of the country (ref: very good) Good 1.18 (0.98, 1.41) 0.077 1.14 (0.95, 1.37) 0.159 Moderate 1.51 (1.28, 1.79) <0.001 1.51 (1.27, 1.78) <0.001 Bad 1.70 (1.43, 2.03) <0.001 1.67 (1.40, 1.99) <0.001 Very bad 1.81 (1.51, 2.16) <0.001 1.74 (1.45, 2.01) <0.001 Table 5: Determining the factors related to the intention to migrate among undergraduate nursing students of Erbil universities in Iraq Variable Crude Adjusted Estimate (95%CI) P-value Estimate (95%CI) P-value Gender (female) 0.85 (0.76, 0.94) 0.002 0.86 (0.77, 0.96) 0.010 Age 1.00 (0.98, 1.01) 0..859 - - Semester (ref:1) 2 1.11 (0.99, 1.25) 0.078 1.13 (1.00, 1.28) 0.041 3 0.91 (0.62, 1.34) 0.640 0.97 (0.66, 1.44) 0.887 4 1.15 (0.82, 1.63) 0.415 1.18 (0.83, 1.68) 0.351 Marital (married) 0.86 (0.73, 1.02) 0.078 0.81 (0.68, 0.96) 0.019 Accommodation (dorm) 0.96 (0.81, 1.14) 0.638 - - Work (no) 0.98 (0.87, 1.10) 0.696 - - Work experience 1.00 (0.99, 1.01) 0.815 - - future of the country (ref: very good) Good 0.92 (0.77, 1.10) 0.375 0.94 (0.78, 1.13) 0.498 Moderate 0.78 (0.65, 0.93) 0.007 0.84 (0.69, 1.01) 0.072 Bad 0.87 (0.71, 1.06) 0.160 0.91 (0.74, 1.12) 0.390 Very bad 0.90 (0.74, 1.11) 0.332 0.91 (0.74, 1.12) 0.378 Table 6: Determining the factors related to the intention to migrate in undergraduate nursing students of Kerman University of Medical Sciences and Erbil Universities in Iraq Total Variable Crude Adjusted Estimate (95%CI) P-value Estimate (95%CI) P-value Gender (female) 0.92 (0.86, 0.99) 0.027 0.94 (0.88, 1.00) 0.081 Age 1.00 (0.99, 1.01) 0.715 - Semester (ref:1) 2 1.20 (1.10, 1.30) <0.001 1.18 (1.08, 1.28) <0.001 3 1.21 (1.09, 1.33) <0.001 1.19 (1.08, 1.32) 0.001 4 1.13 (1.02, 1.26) 0.023 1.13 (1.01, 1.26) 0.025 Marital (married) 0.87 (0.77, 0.97) 0.015 0.84 (0.75, 0.95) 0.004 Accommodation (dorm) 1.06 (0.98, 1.13) 0.123 Work (no) 1.00 (0.92, 1.09) 0.992 - Work experience 1.00 (0.99, 1.01) 0.644 - future of the country (ref: very good) Good 1.01 (0.89, 1.15) 0.829 1.01 (0.89, 1.15) 0.868 Moderate 1.09 (0.96, 1.23) 0.186 1.10 (0.97, 1.25) 0.137 Bad 1.23 (1.08, 1.41) 0.002 1.24 (1.08, 1.42) 0.002 Very bad 1.30 (1.13, 1.49) <0.001 1.26 (1.10, 1.45) 0.001 Additional Declarations No competing interests reported. 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11:10:53","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":30637,"visible":true,"origin":"","legend":"\u003cp\u003eThe reasons for staying in the country of origin reported by Iranian and Iraqi students\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-5701410/v1/bb8e347da0de2f581c923e3c.png"},{"id":79670268,"identity":"9b031464-708b-46a1-b71a-8de980f72f27","added_by":"auto","created_at":"2025-04-01 11:02:53","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":41079,"visible":true,"origin":"","legend":"\u003cp\u003eThe immigration barriers reported by Iranian and Iraqi students\u003c/p\u003e","description":"","filename":"3.png","url":"https://assets-eu.researchsquare.com/files/rs-5701410/v1/63f3ca6be463a365972daab5.png"},{"id":84242554,"identity":"72404e61-c213-4ca4-95e2-0b9c2e0c5d1a","added_by":"auto","created_at":"2025-06-09 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Healthcare workers, particularly in the health sector, are among the most mobile skilled professionals in the global labor market. This migration, often referred to as the medical brain drain, is increasingly recognized as a global workforce crisis in the healthcare sector(\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe migration of healthcare professionals from developing countries, where human resources in the healthcare sector are already scarce, leads to substantial welfare losses. The departure of health workers hampers the ability of these countries to provide adequate health services and diminishes their capacity for education, research, and innovation in this sector, which, in turn, directly and indirectly affects socio-economic development(\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe shortage of nurses is a global issue and one of the primary challenges facing healthcare systems around the world, including in Iran(\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). This lack of healthcare professionals, including nurses, has created a human resource crisis in many health systems and is a challenge not only in developing countries but also in some industrialized nations(\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). Moreover, the migration trends in these regions are concerning; available data from international organizations estimate that in 2020, around 1.3\u0026nbsp;million people emigrated from Iran and 2.1\u0026nbsp;million from Iraq, reflecting the broader migration patterns that impact healthcare sectors in both countries(\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAccording to WHO, in 2018 there was a global deficit of 5.9\u0026nbsp;million qualified nurses(\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). The current shortage of approximately 9\u0026nbsp;million nurses and midwives worldwide is a real challenge for the health system of any country due to population growth, population aging, and the transfer of the public health burden to non-communicable diseases(\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e). The shortage of nurses is also evident in high-income countries. The increase in demand for health services will lead to a shortage of 2.5\u0026nbsp;million nurses in 23 member states of the Organization for Economic Cooperation and Development (OECD) by 2030(\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn Iran, factors such as inadequate salaries and benefits, inappropriate working conditions, lack of medical facilities and equipment, and lack of job satisfaction are among the main reasons for the migration of nurses. Also, the lack of opportunities for professional and educational development, and high work pressure, especially during the Covid-19 pandemic, fueled this issue. In Iraq, unstable security conditions, lack of health facilities, lack of job opportunities and low salaries are among the most important factors for the migration of nurses. These problems have led to a decrease in the quality of health services in these countries and require the serious attention of the authorities to improve the working and living conditions of nurses(\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e).\u003c/p\u003e \u003cp\u003ePrevious studies have introduced various factors as the reasons for the intention to migrate among nurses and nursing students from Iran. Haghdoost et al. (2022) examined the factors related to emigration among students and health workers in Iran and showed that 52.5% of the participants had high and very high intentions to migrate(\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). Heidari et al. (2023) found that nurses had a relatively higher intention to migrate (0.67) compared to the average level (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). Similarly, Salehinia et al. (2020) reported a 65.59% migration intention score, with half of the nurses scoring above 76%. The majority had a high workload (82.79), and 99.2% had heavy workloads. There was a significant relationship between workload and migration intention(\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Kamali et al. (2020) found a high migration intention among nurses (30.2), with 36.9% having a strong desire to migrate, and a negative correlation between job satisfaction and migration intention(\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e). Asadi et al. (2016) identified factors such as seeking a better life, interdisciplinary discrimination, and experiences abroad as key influences on Iranian healthcare workers\u0026rsquo; migration intentions(\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eEfendi et al. (2021) surveyed Indonesian nursing students and indicated that 91.3% of students were interested in immigrating to Japan(\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e). Lee (2016) found that South Korean nursing students had an average migration intention of 50.74%(\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e). Freeman et al. (2021) showed that 86% of graduates preferred to work in Canada, with factors like economic growth, professionalism, healthy work environments, and values of adventure and independence influencing their migration desires(\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e). Hendel and Kagan (2011) found that 55% of Israeli nurses and nursing students considered or intended to emigrate, though there was no significant relationship between migration intention and perceptions of professional image. However, professional image contributed to migration intentions as part of the professional reasons(\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIraq, like Iran, is one of the developing countries, and there are no exact data on the migration of health workers in the two countries. It seems that the plan to revive Iraq's healthcare system has failed so far. Lack of security, mismanagement, the politicization of the Ministry of Health, administrative corruption, and inadequate education are the problems that have not been solved since 2003 by successive decision-makers in Iraq(\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). In 2011, Iraq's primary healthcare clinics had almost a 40% shortage of doctors(\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). The ratio of nurses to people in Iraq was 2 to 1000 people in 2018, which is an important factor in job burnout and stress. A study on nurses working in Erbil public hospitals showed that 63.8% of nurses had moderate job satisfaction(\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe issue of migration in developing countries and the growing rate of the intention to migrate among Iran's workforce, especially nurses, is of particular importance, and the increase in the number of medical staff who migrate will reduce the quality of healthcare services in Iran and Iraq. On the other hand, no accurate data were found on migration intention and its related factors among nurses.\u003c/p\u003e \u003cp\u003eHowever, there is a lack of comprehensive studies that examine the specific factors influencing migration intentions in these countries, particularly within the nursing student population. Both Iran and Iraq face common economic and social challenges, including the impact of international sanctions, which have exacerbated financial pressures and limited career opportunities. These socio-economic difficulties have created an environment in which migration is seen as a potential solution for better prospects. As a result, the increasing migration intentions among nursing students in these two countries are not only a reflection of personal aspirations but also a response to the broader economic and political context. This gap in research highlights the need for focused studies that explore these dynamics and their impact on the healthcare workforce in both nations.\u003c/p\u003e \u003cp\u003eAt the core of this study is an exploration of migration tendencies among undergraduate nursing students in universities in Kerman, Iran, and Erbil, Iraq in 2023. Specifically, the research aims to determine the extent to which these students are inclined to migrate, identify the key factors influencing their migration intentions, and examine how demographic and background variables correlate with both migration tendencies and their underlying determinants. By addressing these questions, this study seeks to provide valuable insights into the motivations and challenges associated with nursing students' migration aspirations in these regions.\u003c/p\u003e \u003cp\u003eTo this end, the present study sought to examine and compare the degree of the intention to migrate and factors affecting it among undergraduate nursing students at universities of medical sciences in Kerman, Iran and Erbil, Iraq in 2023.\u003c/p\u003e"},{"header":"Materials and Methods","content":"\u003cp\u003eThis cross-sectional descriptive study was conducted in 2023 at the universities of Kerman, Iran, and Erbil, Iraq. Each university was selected as a cluster and the students were randomly selected from within the clusters and entered into the study. Given that the research conducted with the aim of measuring the intention to migrate, blinding was important, so a simple random sampling method was used to collect samples. The research population consisted of 362 nursing students from Kerman University of Medical Sciences, 300 nursing students from Erbil Polytechnic University, and 500 nursing undergraduate students from Hawler Medical University of Iraq. The participants were selected randomly based on Cochran's formula, taking into account a 10% dropout rate and 0.06 error levels. A total of 272 questionnaires were collected from the students at Kerman University of Medical Sciences and 215 questionnaires were collected from the students at Erbil and Hawler universities.\u003c/p\u003e \u003cp\u003eSample size formula: \u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\:n=\\frac{N{z}^{2}pq}{N{d}^{2}+\\:{z}^{2}pq}\\)\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e \u003cp\u003en\u0026thinsp;=\u0026thinsp;sample size, z\u0026thinsp;=\u0026thinsp;1.96, p\u0026thinsp;=\u0026thinsp;q =\u0026thinsp;0.5, N\u0026thinsp;=\u0026thinsp;size of a population, d\u0026thinsp;=\u0026thinsp;tolerance\u0026thinsp;=\u0026thinsp;0.06\u003c/p\u003e \u003cp\u003eThe inclusion criterion was being an undergraduate nursing student, and the exclusion criterion was the failure to complete more than 15% of items in the questionnaires (response rate\u0026thinsp;=\u0026thinsp;100) (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e). Using the literature review method and articles, a researcher-made questionnaire was developed for this study(\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). The participants\u0026rsquo; demographic characteristics were assessed using a demographic information form. Moreover, a researcher-made questionnaire was used to examine the factors related to immigration, the barriers to immigration, and the reason for staying in the country of origin. The two questionnaires contained a total of 76 items. Since the courses at Erbil Polytechnic University are offered in English, the items in the questionnaires were translated into English by a proficient English translator. The content validity of the questionnaire was assessed quantitatively and qualitatively. The items in Farsi and English were reviewed by 9 professors at the faculties of nursing and midwifery of Kerman and Rafsanjan Universities of Medical Sciences, and the content validity of the English questionnaire was qualitatively assessed by 2 professors at the Iraq University. The simplicity and clarity of the items were assessed using a qualitative review of the content carried out by subject-matter experts, and the items were revised accordingly. Moreover, the content validity index (CVI) was estimated quantitatively to check the item relevance. The item necessity was also checked using the content validity ratio (CVR). The CVI and CVR values were 0.99 and 0.93, respectively. The reliability of the tool was calculated through a pilot study by administering it to 30 students and the internal correlation coefficient was estimated using Cronbach's alpha. Cronbach's alpha coefficient was calculated as 0.926 for the items measuring migration factors, 0.802 for the items assessing the reasons for staying in the country, and 0.839 for the items assessing the barriers to migration, showing that the reliability of the instrument was within the acceptable level. The Persian and English versions of the instruments were uploaded and the Iranian and Iraqi students could complete the items online. An online platform called \u0026lsquo;Porsline\u0026rsquo; was used to respond to the online questionnaire at the following link: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://survey.porsline.ir/s/iLrhDZqX\u003c/span\u003e\u003cspan address=\"https://survey.porsline.ir/s/iLrhDZqX\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e \u003cp\u003eThe questionnaire questions were divided into 4 categories: demographic questions, factors of migration, barriers to migration, and reasons for staying in the country of origin. The demographic and background information questionnaire contained 24 items that measured the participants\u0026rsquo; gender, age, religion, city of residence, place of accommodation, marital status, number of children, academic semester, employment status, work experience, English proficiency, attitudes toward the future of the country, the degree of intention to migrate, the desire to work as a nurse in the destination country, the residence of relatives abroad, information about the destination country, and the decision to return to the country of origin. The migration questionnaire contained 22 items about the intention to migrate and the factors affecting it. The items are assessed based on a 5-point Likert scale including strongly disagree (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e), disagree (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e), undecided (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e), agree (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e), and strongly agree (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e). The participants who stated that they had the intention to migrate were required to answer 33 items related to migration factors and 11 items about migration barriers. Accordingly, a score of 1 to 55 indicated low intention to migrate, 56 to 11 indicated moderate intention to migrate, and 111 to 165 showed high intention to migrate. In addition, a score of 1 to 18 indicated low migration barriers, a score of 19 to 37 showed medium migration barriers, and a score of 38 to 55 suggested high migration barriers. Furthermore, the participants who stated that they had no intention to migrate were required to complete 8 items about reasons to stay in the country of origin and 11 items about migration barriers. Accordingly, a score of 1 to 13 indicated low intention to stay, 14 to 27 indicated moderate intention to stay, and a score of 28 to 40 showed high intention to stay. Besides, a score of 1 to 18 suggested low migration barriers, a score of 19 to 37 showed moderate migration barriers, and a score of 38 to 55 showed high migration barriers.\u003c/p\u003e \u003cp\u003e To comply with the ethical protocols, the necessary permit for data collection was obtained with the code IR.KMU.REC.1403.040 from the Kerman University of Medical Sciences and the students were ensured about the confidentiality of their information and signed a written informed consent form.\u003c/p\u003e \u003cp\u003eThe collected data were analyzed using descriptive and inferential statistics via SPSS-22 software. If the data were normally distributed, parametric statistics were used; otherwise, non-parametric tests were utilized. The demographic and background data (quantitative variables) were described using mean and standard deviation. In addition, (relative and absolute) frequency was used to describe the qualitative variables(using frequency test). The chi-square test or Fisher's exact test was used to compare the qualitative variables. The independent samples t-test was used to compare normal quantitative variables, and the Mann-Whitney U test was used to analyze the non-normal quantitative variables. The intention to migrate between the two groups (two countries) was compared using the independent samples t-test (or the Mann-Whitney U test if the data were not normally distributed). All statistical procedures were performed at a 95% confidence level and a significance level of 0.05.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThe data in this study showed that 52.9% of Iranian students and 60.9% of Iraqi students were female, and 47.1% of Iranian students and 37.7% of Iraqi students were male. There was no significant difference between Iranian and Iraqi students in terms of marital status (P-value\u0026thinsp;\u0026gt;\u0026thinsp;0.05). In total, 90.4% of Iranian students were single and 9.2% of the students were married. Moreover, 87% of the Iraqi students were single and 11.2% of them were married. The mean age of the Iranian students was 21.18\u0026thinsp;\u0026plusmn;\u0026thinsp;2.41 years and the mean age of Iraqi students was 21.4\u0026thinsp;\u0026plusmn;\u0026thinsp;3.31 years. However, there was no significant difference between the university students from the two countries in terms of age (Table\u0026nbsp;1).\u003c/p\u003e \u003cp\u003eThe normality of the total score of the questionnaire was checked using the Kolmogorov-Smirnov test, and the results show that the variable in question was not normal (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Results Showed that 69.5% of Iranian students had the intention to migrate, and 30.5% of the students did not have the intention to migrate. Moreover, 58.1% of Iraqi students had the intention to migrate and 41.9% of them did not intend to migrate. There was a difference between Iranian and Iraqi students' intention to migrate. Accordingly, a greater number of Iranian students had the intention to migrate than Iraqi students (Table\u0026nbsp;2).\u003c/p\u003e \u003cp\u003eThe results showed that the decisions for immigration, such as continuing the nursing profession, applying for immigration, the time of immigration, the amount of information about the destination of immigration, and the intention to return to the country of origin were different among Iranian and Iraqi students (Table\u0026nbsp;3).\u003c/p\u003e \u003cp\u003eThe findings revealed that the most important reasons for the intention to migrate among Iranian students were better quality of life (4.39), balance between income and living expenses (4.35), and economic and social stability (4.34). Iraqi students reported better quality of life (3.89), professors' behavior with students (3.70), and professors' teaching methods as the reasons behind the intention to migrate (3.56). There was a significant difference in the mean score of the reasons for migration in the two groups of Iranian and Iraqi students. Thus, the score for the reasons for migration in Iranian students was 130.22\u0026thinsp;\u0026plusmn;\u0026thinsp;17.72, which was significantly higher than that of Iraqi students (111.92\u0026thinsp;\u0026plusmn;\u0026thinsp;20.49) (Fig.\u0026nbsp;1).\u003c/p\u003e \u003cp\u003eThe data in this study showed that the most important reasons for staying in the country of origin reported by Iranian students were being with the family (4.57), interest in the reform and development of the country (3.98), and patriotism (3.79). Moreover, Iraqi students stated that being with the family (4.35), patriotism (3.82), and feeling satisfied in the country (3.81) as the most important reasons for staying in the country of origin. The average scores of reasons for staying in the country of origin were almost the same in the two groups of Iranian and Iraqi students, and no significant difference was observed between the two groups (Fig.\u0026nbsp;2).\u003c/p\u003e \u003cp\u003eThe findings also indicated that the most important obstacles for Iranian students to migrate abroad were immigration costs (3.95), being away from family and friends (3.87), and the cost of studying in foreign universities (3.67). In addition, the most important obstacles for Iraqi students to migrate abroad were the cost of studying in universities abroad (4.01), the process of applying for admission to universities abroad (3.80), and information about the process of studying abroad (3.66). The mean scores for immigration barriers were the same in two groups of Iranian and Iraqi students, and no significant difference was observed between the two groups (Fig.\u0026nbsp;3).\u003c/p\u003e \u003cp\u003eIn order to determine the factors related to the desire to migrate, a linear regression model with gamma distribution and logarithmic correlation function was used. In fact, once each variable was modeled with the tendency to migrate, and the results were reported under the crude title in the tables. Then the variables with p-value\u0026thinsp;\u0026lt;\u0026thinsp;0.2 were simultaneously entered into the regression model and its results are reported in the tables in the adjusted column (Table\u0026nbsp;4).\u003c/p\u003e \u003cp\u003eBased on the results, in the adjusted part, the variables of academic year, language course and future of the country had a significant relationship with the intention to migrate.\u003c/p\u003e \u003cp\u003eThe estimated coefficient for second year students was 1.21, which shows that second year students were 1.21 times more likely to migrate than first year students. Also, the coefficient of the third academic year was 1.14, which shows that the third year students were 1.14 times more inclined to emigrate than the first year students. The variable coefficient of taking a language course for Kerman students was 0.87, which shows that students who did not take a language course were 13% less inclined to emigrate than students who took a language course (1-0.87\u0026thinsp;=\u0026thinsp;0.13). On the other hand, students who thought the country's future was average were 1.15 times more likely to immigrate than students who thought it was excellent. Students who thought the future of the country was bad and very bad were 1.70 and 1.81 times more likely to immigrate than those who thought the future was very good (Table\u0026nbsp;5).\u003c/p\u003e \u003cp\u003eBased on the results, in the adjusted section, the variables of gender, academic year, marital status and future of the country had a significant relationship with the desire to migrate in the students of Erbil, Iraq.\u003c/p\u003e \u003cp\u003eThe estimated coefficient for gender was 0.86, which shows that girls were 14% less willing to migrate than boys (1-0.86\u0026thinsp;=\u0026thinsp;0.14). The coefficient of second-year students was 1.13, which shows that second-year students were 1.13 times more willing to migrate than first-year students. Also, the coefficient of marital status was 0.81, which shows that married students had a 19% (1-0.81\u0026thinsp;=\u0026thinsp;0.19) less desire to migrate than single ones (Table\u0026nbsp;6).\u003c/p\u003e \u003cp\u003eThe calculated coefficient for second year, third year and fourth year students was 1.18, 1.19 and 1.13 respectively, which shows that second year, third year and fourth year students were 1.18, 1.19 and 1.13 times more inclined to migrate than first year students. Also, the coefficient of marital status was 0.84, which shows that married students had a 16% (1-0.84\u0026thinsp;=\u0026thinsp;0.16) less desire to migrate than unmarried students. On the other hand, students who considered the future of the country bad and very bad compared to those who had a very good opinion about the future, were 1.24 and 1.26 times more inclined to imigrate.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe present study examined the intention to migrate and its related factors in undergraduate nursing students at Kerman University of Medical Sciences and two universities in Iraq in 2023. The findings revealed that 69.5% of Iranian students and 58.1% of Iraqi students had the intention to emigrate. Moreover, the mean scores for the reasons for migration reported by both groups of students were at a high level. Heidari et al. (2023) surveyed nurses and the intention to migrate was reported at 0.67 showing a relatively higher-than-average level(\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). Moreover, Haghdoost et al. (2022) examined the factors related to emigration among students and health workers in Iran and showed that 52.5% of the participants had high and very high intentions to migrate(\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). Salehinia et al. (2020) showed that the score of intention to migrate was 65.59% and half of the nurses had an intention to migrate above 76%(\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Kamali et al. (2020) showed that the mean intention to migrate was high among nurses (30.2). Moreover, 36.9% of the participants had a great intention to migrate(\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e). Asadi et al. (2016) showed that the intention to migrate among Iranian healthcare workers was 54.77%(\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eEfendi et al. (2021) surveyed Indonesian nursing students and indicated that 91.3% of students were interested in immigrating and working abroad, especially in Japan(\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e). A study by Lee (2016) on nursing students in South Korea revealed that nursing students had an average intention to migrate and the overall average intention to migrate was 50.74%(\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e). Hendel and Kagan (2011) showed that 55% of Israeli nurses and nursing students thought about immigration or intended to emigrate(\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e). Freeman et al. (2021) found that 86% of graduates preferred to work in Canada(\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eA comparison of the findings from the present study and other studies in the literature suggests that healthcare workers such as nurses and nursing students in many countries, such as Iran and Iraq expressed a significant intention to migrate. This finding suggests that migration is not exclusive to Iran and is considered a global phenomenon. Previous studies have reported the intention to migrate among nursing students from Indonesia, South Korea, and Israel. However, in a country like Canada, where the medical staff have better working conditions and welfare facilities, nurses do not often intend to migrate.\u003c/p\u003e \u003cp\u003eMigration has significant consequences at both individual and national levels. On a personal level, it provides economic opportunities and access to better education but may also lead to psychological stress, loneliness, and cultural adaptation challenges(\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e). Nationally, migration influences economic growth, with skilled labor benefiting host countries while causing brain drain in origin countries(\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe article examines the migration intentions of nursing students and the factors influencing them. It is important to clarify that the intention to migrate begins to form during their studies. Once they enter the workforce, their migration decisions become more influenced by work-related goals and living conditions.\u003c/p\u003e \u003cp\u003eThe differences in the reasons for the migration of nurses in Iran and Iraq are due to the different economic, social and political conditions of these two countries. The present study showed that better quality of life with a mean score of 4.39 was one of the most important factors affecting the intention to migrate among Iranian students. However, the quality of life with a mean score of 3.89 moderately affected Iraqi students\u0026rsquo; intention to migrate. Similarly, Asadi et al. (2016) found that the most important factors affecting the intention to migrate included achieving a better life, interdisciplinary discrimination, and the experience of living and studying abroad(\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDissatisfaction with quality of life can arise from several factors, including economic, social, psychological, and environmental aspects. Economic issues such as unemployment, insufficient income, and rising living costs in Iran are among the most significant influencing factors. Socially, feelings of inequality, lack of social support, and diminished social capital can contribute to increased dissatisfaction. Additionally, psychological challenges like job stress, anxiety, work environment violence, and job insecurity, as well as environmental factors such as air pollution, traffic congestion, and limited green spaces, adversely affect life satisfaction.\u003c/p\u003e \u003cp\u003eAnother factor affecting the intention to migrate is workload. Salehinia et al. (2020) showed that nurses' intention to migrate has a significant, positive, and weak relationship with their workload, suggesting that with increasing workload, nurses' intention to migrate increases. Furthermore, another factor affecting nurses\u0026rsquo; intention to migrate is the workplace, and nurses\u0026rsquo; intention to migrate had a significant, negative, and weak relationship with a healthy workplace, indicating that a healthy workplace can decrease the intention to migrate(\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eKamali et al. (2020) showed that job satisfaction in nurses was moderate. There was a negative and significant correlation between job satisfaction and the intention to migrate. There was also a significant correlation between the dimensions of job satisfaction, including job status, job environment, salary and benefits, and social attitude toward the nursing profession and the intention to migrate(\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe present study also showed that factors such as \u0026ldquo;power of decision-making in the clinical setting\u0026rdquo;, \u0026ldquo;professional relationships in the workplace\u0026rdquo;, and \u0026ldquo;career development\u0026rdquo; moderately and significantly affected Iraqi students\u0026rsquo; intention to migrate. Moreover, Shojaei Motlagh et al. (2018) showed that the satisfaction of psychological needs and the reasons for migration are affected by factors such as \u0026ldquo;authority\u0026rdquo; (independent decision-making power and being neglected), \u0026ldquo;social support\u0026rdquo; (communication with healthcare staff, communication with nursing staff, and communication with nursing managers), and \u0026ldquo;career promotion\u0026rdquo; (dealing with the routine procedures, the nurse's role, job promotion opportunities, and organizational educational environment)(\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eLee and Moon (2013) surveyed Korean nursing students and reported that the two most common reasons for migration were economic reasons (salary) (29.7%) and professional development (28.2%)(\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e). Freeman et al. (2012) studied Canadian nursing students and found that factors such as economic growth, professional development, healthy workplace, values ​​of adventure, and independence affected their intention to immigrate(\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe data in the present study showed that Iranian students had a higher intention to migrate compared to Iraqi students. In addition, a greater number of factors have caused Iranian students to intend to migrate. Despite the relatively similar conditions of the two countries of Iran and Iraq, Iraqi students were less inclined to emigrate. These findings can be attributed to the promotion of immigration campaigns among different groups and common people in Iran. Besides, the multiplicity of the factors affecting the intention to migrate among Iranian people shows people's concerns about various issues. According to the regression results, students who thought the country's future was average were 1.15 times more inclined to emigrate than students who thought it was excellent. Students who thought the future of the country was bad and very bad were 1.70 and 1.81 times more likely to immigrate than those who thought the future was very good. Accordingly, Haghdoost et al. (2022) reported that more than 71% of the participants preferred to migrate due to worry about the future, and close to half of the participants believed that living abroad is happier(\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn this study, Iraqi students reported better quality of life, professors' behavior with students, and professors' teaching methods as the reasons behind the intention to migrate .No study has yet addressed the intention to migrate among nursing students in Iraq. However, Al-Samarrai and Jadoo (2018) showed that although 60% of Iraqi medical students believed that serving their citizens and their country is a priority, the vast majority of surveyed students (73%) had plans to leave Iraq. About 69% of the students wanted to emigrate and 49% of the students would want to emigrate if they succeeded in obtaining their graduation certificate. Moreover, 34% of the students reported that they would migrate if they had enough money, and the remaining 18% intended to migrate if they could get their parents' permission(\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe present study also showed that the most important obstacles to immigrating abroad among Iranian students were the cost of emigration, being away from family and friends, and the cost of studying in universities abroad, and the most important obstacles to migration among Iraqi students were the costs of studying at foreign universities, the process of applying for admission to foreign universities, and information about studying abroad. Due to economic challenges, Iranian students face problems such as restrictions on transferring money and paying education fees, which complicates the process of educational migration. Due to infrastructural and educational limitations, Iraqi students may have less access to information and resources related to admission and study processes in foreign universities, which can act as an obstacle in their migration path.\u003c/p\u003e \u003cp\u003eNewton et al. (2012) reported that learning English is the most important obstacle for nurses to migrate(\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e). Moreover, Lee and Moon (2013) showed that more than 71% of Korean nursing students chose \u0026ldquo;lack of language skills\u0026rdquo; as an obstacle to migration. However, the present study showed that proficiency in the language of the destination country was a barrier to migration for Iranian and Iraqi students. Lee (2013) also reported the lack of adventurous spirit (8.4%), family (7.6%), lack of adaptation in life (7.1%), or lack of nursing knowledge and skills (5.4%) as barriers to immigration(\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e). The findings also showed that the family was a less important factor for Korean students, while in Middle Eastern countries such as Iran and Iraq, the family is a more important obstacle to immigration, which indicates the greater importance of the family and that people\u0026rsquo;s lifestyle is more dependent on family in these countries.\u003c/p\u003e \u003cp\u003eFurthermore, Chandra and Willis (2005) suggested leaving the family and society and settling in a new country is perhaps the most difficult personal and professional barrier to immigration. Adapting to a new culture, and environment, and sometimes the disappearance of a familiar social support system can be difficult. One of the most serious problems that immigrant nurses face in their new workplace and community is racism and discrimination caused by it(\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe findings of the current research underscore the importance of reforming national health policies to create better conditions for nurses within the country. In particular, it is essential for governments to address economic disparities by providing appropriate financial incentives, such as adjusting salaries based on education level and workload. Non-monetary benefits, including low-interest loans, improved working conditions\u0026mdash;such as reducing work pressure and enhancing the overall atmosphere in hospitals\u0026mdash;and providing educational opportunities for professionals can decrease the intention to migrate. Furthermore, increasing social support through organizations and institutions related to nursing, along with enhancing recreational facilities and improving job security, can alleviate psychological and social pressures on nurses and contribute to the overall improvement of healthcare services.\u003c/p\u003e\n\u003ch3\u003eLimitations\u003c/h3\u003e\n\u003cp\u003eThis study was the first cross-sectional study that was conducted in a comparative manner on the subject of the intention to migrate among nursing students in Iran and Iraq. Despite the effort to cover the subject accurately and comprehensively, this research has faced some limitations that may have effects. First: access to nursing students in Iraq was faced with challenges and problems, which made the process of accessing study samples time-consuming. One of the limitations of the present study was the reluctance of students to participate in the study and the failure to complete the questionnaires. To solve this problem, the participants were encouraged to complete the items by receiving rewards or additional grades for their contributions. Second: The tool used to collect data was a questionnaire, which may cause different interpretations of the questions by the respondents due to individual differences. Although an attempt was made to localize the questionnaire based on the culture of both Iran and Iraq, it is possible that some issues were perceived differently by the students. In addition to the mentioned cases, this research was conducted in a period of time and it is possible that the changes in the social, economic or political conditions of the two countries over time have effects on the intention of students to migrate, which the results of the study are not able to cover.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe present study indicated that Iranian and Iraqi nursing students had a significant intention to migrate. Moreover, the important reason for migration was to have a better quality of life, which shows that welfare facilities and quality of life are the top priorities for all people around the world, followed by working and educational conditions. The migration of nurses and nursing students abroad is associated with many challenges that differ depending on the country of origin. It is necessary to adopt special policies to reduce the intention to migrate among nursing students and the factors affecting it. In addition, more comprehensive studies should assess the impact of interventions on nursing students\u0026rsquo; intention to stay in their country. Based on the findings of the study, recommendations for nursing education or health systems can be provided. Suggestions for future research can be discussed. Longitudinal studies are suggested to investigate the time changes of factors affecting the intention to migrate.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis article is the result of a master\u0026apos;s degree thesis in nursing at Kerman University of Medical Sciences. We are also grateful to all the nursing students who participated in the research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eZK, JFZ, AB, SM: Study conception and design, ZK, HKQ, SM: Data collection, TD, SM: Data analysis and interpretation, ZK, JFZ, SM: Drafting of the first manuscript. All authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors received no financial support for the research, authorship and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets used and analyzed during the current study are available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of Interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors declared no conflict of interest concerning this manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll experiments involving human participants were conducted in accordance with relevant guidelines and regulations, and the study received approval from Kerman University of Medical Sciences under approval number IR.KMU.REC.1403.040. Written informed consent was obtained from all participants prior to their involvement in the study. The research maintained a solid commitment to ethical principles, including voluntary participation, anonymity, and confidentiality. Participants were explicitly informed of their right to withdraw from the study at any time without any repercussions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical trial number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor details\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e1\u003c/sup\u003e. Master\u0026apos;s Student in Community Health Nursing, Student Research Committee, Razi Faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e2\u003c/sup\u003e. Associate Professor, Nursing Research Center,\u0026nbsp;Kerman University of Medical Sciences, Kerman,\u0026nbsp;Iran\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e3\u003c/sup\u003e. Erbil Polytechnic University, Kerman University of Medical Sciences, and\u0026nbsp;Gasha technically Institute\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e4\u003c/sup\u003e. Assistant Professor, HIV/STI Surveillance Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e5\u003c/sup\u003e. Assistant Professor, Department of Biostatistics and Epidemiology, Faculty of Health, Kerman University of Medical Sciences, Kerman, Iran\u003c/p\u003e\n\u003cp\u003e\u003csup\u003e6\u003c/sup\u003e. Assistant Professor, Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran\u003c/p\u003e\n\u003cp\u003e* Corresponding author: Assistant Professor, Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran (Email: [email protected])\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eCrisp N, Chen L. Global supply of health professionals. N Engl J Med. 2014;370(10):950\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eOrganization WH. The world health report 2006: working together for health. World Health Organization; 2006.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePillay R. 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Iraqi medical students are still planning to leave after graduation. J ideas health. 2018;1(1):23\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNewton S, Pillay J, Higginbottom G. The migration and transitioning experiences of internationally educated nurses: a global perspective. J Nurs Adm Manag. 2012;20(4):534\u0026ndash;50.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eChandra A, Willis WK. Importing nurses: Combating the nursing shortage in America. Hosp Top. 2005;83(2):33\u0026ndash;7.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003eTable 1. Comparing the demographic characteristics of the students in the two groups\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eVariable\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eCategories\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 143px;\"\u003e\n \u003cp\u003eIranian students\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eIraqi students\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003eP-value\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003eFrequency\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003eFrequency\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eGender\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eFemale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e52.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e131\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e60.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eMale\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e128\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e47.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e37.7%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eMarital status\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eSingle\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e246\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e90.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e187\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e87.0%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.587\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eMarried\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e9.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e11.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eOther\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e0.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eEmployment\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eEmployed\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e13.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e65\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e30.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eUnemployed\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e235\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e86.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e150\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e69.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eAccommodation\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003ePersonal house\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e110\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e40.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e190\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e88.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eDormitory\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e162\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e59.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e10.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eAcademic semesters\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e1 and 2\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e25.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e141\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e66.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e3 and 4\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e74\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e27.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e29.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e5 and 6\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e25.7%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e1.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003e7 and 8\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e21.7%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e2.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eRelatives residing abroad\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eYes\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e50.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e62.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.043\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eNo\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e49.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e37.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eTable 2. The students\u0026rsquo; attitudes toward the future of the country and their intention to migrate\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eVariable\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eCategories\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 143px;\"\u003e\n \u003cp\u003eIranian students\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eIraqi students\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003eP-value\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003eFrequency\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003eFrequency\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eAttitudes toward the future of the country\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003ch1\u003ePositive\u0026nbsp;\u003c/h1\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e24.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e42.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eModerate\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e3.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e27.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eNegative\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e114\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e41.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e64\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e29.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eIntention to migrate\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eYes\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e189\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e69.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e125\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e58.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e0.009\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eNo\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e30.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e41.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 103px;\"\u003e\n \u003cp\u003eThe degree of the intention to migrate\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eNo intention\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e9.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e32.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 60px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eLow\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e16.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e12.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eModerate\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e30.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e16.7%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 84px;\"\u003e\n \u003cp\u003eHigh\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 82px;\"\u003e\n \u003cp\u003e119\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 61px;\"\u003e\n \u003cp\u003e43.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 78px;\"\u003e\n \u003cp\u003e84\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 72px;\"\u003e\n \u003cp\u003e39.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eTable 3. Decisions for immigration among Iranian and Iraqi students\u003c/p\u003e\n\u003cdiv\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003eVariable\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eCategories\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003eIranian students\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003eIraqi students\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eP-value\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003eFrequency\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eFrequency\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003eContinuing the nursing profession in the destination country\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eYes\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e179\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e94.7%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e113\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e90.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003e0.216\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eNo\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e5.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e8.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003eApplying for immigration\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eNo\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e133\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e70.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e71\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e56.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003e0.018\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003ePlanned already\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e25.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e33.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eNo practical action taken\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e3.7%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e9.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003eTime for migration\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eWithin 1 year\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e0.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e10.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003e1 to 3 years in the future\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e5.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e29\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e23.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eAfter 3 years\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e30.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e20%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eNot decided\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e120\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e63.5%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e57\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e45.6%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003eInformation about the destination country\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eLow\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e37.0%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e66\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e52.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eModerate\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e47.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e20%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eHigh\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e15.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e26.4%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003eThe destination country\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eAny developed country\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e142\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e75.1%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e47.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eAny country in the world\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e7.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e24.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eNo decision to migrate\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e32\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e16.9%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e27.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 149px;\"\u003e\n \u003cp\u003eReturning to the country of origin\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eI will return\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e76\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e40.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e43.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"3\" valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003e0.302\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eI won\u0026rsquo;t return\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e43\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e22.8%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e15.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 116px;\"\u003e\n \u003cp\u003eUndecided\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 83px;\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e37%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 49px;\"\u003e\n \u003cp\u003e39.2%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eTable 4: Determining the factors related to the intention to migrate in undergraduate nursing students of Kerman University of Medical Sciences\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eVariable\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCrude\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAdjusted\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003eEstimate \u0026nbsp;(95%CI)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003eP-value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eEstimate \u0026nbsp;(95%CI)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003eP-value\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eGender (female)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.00 (0.92, 1.09)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.949\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eAge\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.01 (0.99, 1.03)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.297\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 528px;\"\u003e\n \u003cp\u003eSemester (ref:1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.21 (1.08, 1.36)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.17 (1.05, 1.32)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.006\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.14 (1.01, 1.28)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.036\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.14 (1.01, 1.29)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.024\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.05 (0.92, 1.19)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.445\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e1.03 (0.91, 1.16)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e0.674\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eMarital (married)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.89 (0.77, 1.03)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.129\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.88 (0.75, 1.02)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e0.088\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eAccommodation (dorm)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.96 (0.88, 1.04)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.323\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eWork (no)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.93 (0.82, 1.06)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.267\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eWork experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.00 (0.99, 1.01)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.501\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 528px;\"\u003e\n \u003cp\u003eLanguage level (ref: elementary)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eIntermediate\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.07 (0.97, 1.17)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.167\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e1.00 (0.91, 1.10)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e0.920\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eAdvanced\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.11 (0.95, 1.29)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.201\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e1.04 (0.89, 1.21)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e0.639\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eLanguage course (no)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.87 (0.80, 0.95)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.89 (0.81, 0.97)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.009\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 528px;\"\u003e\n \u003cp\u003efuture of the country (ref: very good)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eGood\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.18 (0.98, 1.41)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.077\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e1.14 (0.95, 1.37)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e0.159\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eModerate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.51 (1.28, 1.79)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.51 (1.27, 1.78)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026lt;0.001\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eBad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.70 (1.43, 2.03)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.67 (1.40, 1.99)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026lt;0.001\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eVery bad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.81 (1.51, 2.16)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.74 (1.45, 2.01)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026lt;0.001\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eTable 5: Determining the factors related to the intention to migrate among undergraduate nursing students of Erbil universities in Iraq\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eVariable\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCrude\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAdjusted\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003eEstimate \u0026nbsp;(95%CI)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003eP-value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eEstimate \u0026nbsp;(95%CI)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003eP-value\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eGender (female)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.85 (0.76, 0.94)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.86 (0.77, 0.96)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.010\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eAge\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.00 (0.98, 1.01)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0..859\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 528px;\"\u003e\n \u003cp\u003eSemester (ref:1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.11 (0.99, 1.25)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.078\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.13 (1.00, 1.28)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.041\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.91 (0.62, 1.34)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.640\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.97 (0.66, 1.44)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e0.887\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.15 (0.82, 1.63)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.415\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e1.18 (0.83, 1.68)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e0.351\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eMarital (married)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.86 (0.73, 1.02)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.078\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.81 (0.68, 0.96)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.019\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eAccommodation (dorm)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.96 (0.81, 1.14)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.638\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eWork (no)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.98 (0.87, 1.10)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.696\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eWork experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.00 (0.99, 1.01)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.815\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 528px;\"\u003e\n \u003cp\u003efuture of the country (ref: very good)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eGood\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.92 (0.77, 1.10)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.375\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.94 (0.78, 1.13)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e0.498\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eModerate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.78 (0.65, 0.93)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.007\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.84 (0.69, 1.01)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e0.072\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eBad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.87 (0.71, 1.06)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.160\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.91 (0.74, 1.12)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e0.390\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eVery bad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.90 (0.74, 1.11)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.332\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e0.91 (0.74, 1.12)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 88px;\"\u003e\n \u003cp\u003e0.378\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eTable 6: Determining the factors related to the intention to migrate in undergraduate nursing students of Kerman University of Medical Sciences and Erbil Universities in Iraq\u003c/p\u003e\n\u003cp\u003eTotal\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eVariable\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 201px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCrude\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 208px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAdjusted\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003eEstimate \u0026nbsp;(95%CI)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003eP-value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 129px;\"\u003e\n \u003cp\u003eEstimate \u0026nbsp;(95%CI)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003eP-value\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eGender (female)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.92 (0.86, 0.99)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.027\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 129px;\"\u003e\n \u003cp\u003e0.94 (0.88, 1.00)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e0.081\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eAge\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.00 (0.99, 1.01)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.715\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 129px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 528px;\"\u003e\n \u003cp\u003eSemester (ref:1)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.20 (1.10, 1.30)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 129px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.18 (1.08, 1.28)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026lt;0.001\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.21 (1.09, 1.33)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 129px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.19 (1.08, 1.32)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.001\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.13 (1.02, 1.26)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.023\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 129px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.13 (1.01, 1.26)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.025\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eMarital (married)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e0.87 (0.77, 0.97)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.015\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 129px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.84 (0.75, 0.95)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 79px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.004\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eAccommodation (dorm)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.06 (0.98, 1.13)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.123\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 129px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 79px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eWork (no)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.00 (0.92, 1.09)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.992\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 129px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eWork experience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.00 (0.99, 1.01)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.644\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 129px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 528px;\"\u003e\n \u003cp\u003efuture of the country (ref: very good)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eGood\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.01 (0.89, 1.15)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.829\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 129px;\"\u003e\n \u003cp\u003e1.01 (0.89, 1.15)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e0.868\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eModerate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.09 (0.96, 1.23)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.186\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 129px;\"\u003e\n \u003cp\u003e1.10 (0.97, 1.25)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e0.137\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eBad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.23 (1.08, 1.41)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 129px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.24 (1.08, 1.42)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.002\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 120px;\"\u003e\n \u003cp\u003eVery bad\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 126px;\"\u003e\n \u003cp\u003e1.30 (1.13, 1.49)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" style=\"width: 129px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.26 (1.10, 1.45)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 79px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e0.001\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-nursing","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nurs","sideBox":"Learn more about [BMC Nursing](http://bmcnurs.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/nurs/default.aspx","title":"BMC Nursing","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Migration, Intention to Immigration, Migration Factors, Nursing Students, Iran, Iraq","lastPublishedDoi":"10.21203/rs.3.rs-5701410/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5701410/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cem\u003e\u003cstrong\u003eBackground \u0026amp; Aim:\u003c/strong\u003e\u003c/em\u003e Migration is a phenomenon that both developed and developing countries are struggling with. Given that the decision to migrate is formed during the student period, the present study aimed to compare the degree of intention to migrate and related factors in undergraduate nursing students at universities of medical sciences in Kerman, Iran and Erbil, Iraq in 2023.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u003cstrong\u003eMethods:\u003c/strong\u003e\u003c/em\u003eThis cross-sectional descriptive study focused on a sample of nursing students from Kerman University of Medical Sciences, Polytechnic, and Hawler University of Iraq. To ensure a representative sample, a simple random sampling method was utilized. The sample size conducted on 487 nursing students. 272 students selected from Kerman University of Medical Sciences and 215 students from Erbil University in Iraq. Data collection was performed using a structured questionnaire, which included items related to the intention to migrate, factors influencing this intention, and demographic information. The collected data were analyzed using both descriptive and correletional statistical methods , And SPSS-22 software was used.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFindings:\u003c/strong\u003e The data revealed that 69.5% of Iranian nursing students and 58.1% of Iraqi nursing students intended to emigrate. The most important reasons for the intention to migrate among Iranian students were better quality of life (4.39), the balance between income and living expenses (4.35), and economic and social stability (4.34). In addition, Iraqi students reported better quality of life (3.89), professors' behavior with students (3.70), and professors' teaching methods (3.56) as the reasons behind their intention to migrate.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u003cstrong\u003eConclusion: \u003c/strong\u003e\u003c/em\u003eIranian and Iraqi nursing students had a significant intention to migrate. Thus, effective policies should be adopted to reduce the intention to migrate among nursing students. Moreover, interventional studies need to explore the factors that can motivate this group of students to stay in the country.\u003c/p\u003e","manuscriptTitle":"Comparison of intention to immigration and relative factors among Undergraduate Nursing Students at Universities of Medical Sciences in Kerman, Iran and Erbil, Iraq in 2023","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-01 11:02:49","doi":"10.21203/rs.3.rs-5701410/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-04-04T09:43:55+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-04-04T09:40:58+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-04-04T06:41:33+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"290368481140696656903784049006539853550","date":"2025-04-01T05:02:45+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-03-30T08:12:27+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"159526269539609044916597981596340771856","date":"2025-03-30T08:10:58+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"297597652125221203698377259891601235204","date":"2025-03-30T05:43:36+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-03-30T04:03:24+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-03-27T06:22:45+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Nursing","date":"2025-03-22T13:41:21+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-nursing","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nurs","sideBox":"Learn more about [BMC Nursing](http://bmcnurs.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/nurs/default.aspx","title":"BMC Nursing","twitterHandle":"@BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"1159731a-4ab0-4fa4-8eac-fa1176210951","owner":[],"postedDate":"April 1st, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-06-09T16:01:25+00:00","versionOfRecord":{"articleIdentity":"rs-5701410","link":"https://doi.org/10.1186/s12912-025-03311-6","journal":{"identity":"bmc-nursing","isVorOnly":false,"title":"BMC Nursing"},"publishedOn":"2025-06-06 15:57:23","publishedOnDateReadable":"June 6th, 2025"},"versionCreatedAt":"2025-04-01 11:02:49","video":"","vorDoi":"10.1186/s12912-025-03311-6","vorDoiUrl":"https://doi.org/10.1186/s12912-025-03311-6","workflowStages":[]},"version":"v1","identity":"rs-5701410","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5701410","identity":"rs-5701410","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}