As a nursing student from Universitas Gadjah Mada, participating in a mobility program at International Hellenic University handed me a precious opportunity to learn a different healthcare system. This experience gave me a chance to observe not only variations in clinical practice and education, but also the broader structure and challenges of healthcare delivery in Greece. Understanding these differences is essential in developing a more comprehensive and adaptable perspective as a future nurse.
Greece operates a centrally administered healthcare system that provides coverage for all citizens and legal residents. The National Health System is funded through government revenues and mandatory contributions channelled through a single purchaser, the National Organisation for the Provision of Health Services (EOPYY), with services delivered by both public and private providers. Public hospitals play a dominant role in inpatient care, while the private sector contributes significantly to outpatient and diagnostic services. Despite universal coverage, the system faces several challenges. Health expenditure per capita remains significantly below the European Union average, and a large portion of healthcare costs comes from out-of-pocket payments, accounting for approximately 34% of total health spending. These financial barriers can affect accessibility, particularly for vulnerable populations.
In comparison, the healthcare system in Indonesia also aims to provide universal coverage through the national health insurance (Jaminan Kesehatan Nasional – JKN) program. However, unlike Greece’s centrally administered and single-purchaser model, Indonesia’s system is managed by a national insurance agency (BPJS Kesehatan) that coordinates services across a wide network of public and private providers. While both countries face financial challenges, Indonesia generally has lower healthcare spending per capita, which can affect the availability of resources and quality of services in some regions. On the other hand, Indonesia places a stronger emphasis on primary healthcare through community health centers (Puskesmas), which play a key role in preventive and promotive care. Additionally, geographical challenges in Indonesia, as an archipelagic country, create disparities in healthcare access, whereas in Greece, access issues are more closely related to cost barriers and waiting times. These differences highlight how healthcare systems are shaped by each country’s economic capacity, geography, and policy priorities.
One of the most striking differences I observed was related to the health workforce composition. Greece has a relatively high number of physicians, but a lower number of nurses compared to the EU average. This imbalance influences the distribution of responsibilities in clinical settings. As a nursing student, this situation highlighted how nurses in Greece may face heavier workloads compared to those in Indonesia. It also emphasized the importance of efficient teamwork and adaptability in healthcare environments.
I observed several differences in nursing education and practice in Greece. Students have benefited from various privileges, such as discounts on public transportation and access to cultural facilities like museums. These advantages support both academic and social engagement. In comparison, student benefits in Indonesia exist but are generally more limited. In clinical practice, nurses work for 8 hours per shift, while doctors follow a full 24 hours followed by 24 hours of rest. Regarding the role of nurses, Greek nurses play a crucial role in patient care, often working under resource constraints due to a lower nurse workforce. In Indonesia, nurses similarly play an essential role but with a stronger emphasis on holistic and community-based care, particularly in primary healthcare settings such as Puskesmas. Overall, these differences reflect how nursing practice is shaped by each country’s healthcare system, resources, and priorities.
I encountered some challenges in adapting to both clinical and academic environments. One of the main barriers was language, as communication in healthcare settings requires accuracy and clarity, making it sometimes difficult to fully understand instructions or interact confidently. In addition, there were notable differences in the academic culture. Students in Greece tend to be more open and confident in expressing their opinions, actively asking questions and engaging in discussions with lecturers. The relationship between students and lecturers also appears more equal, with lecturers encouraging dialogue rather than maintaining a strictly hierarchical approach. In contrast, in Indonesia, students are often more reserved, and the classroom dynamic tends to be more formal, with lecturers perceived as more authoritative. Adapting to this more interactive learning environment required me to become more confident and proactive in participating in academic discussions.
In conclusion, my mobility experience in Greece has been both academically enriching and personally transformative. Beyond understanding differences in healthcare systems, I gained a deeper appreciation of how culture, resources, and policies shape nursing practice. The challenges I faced, especially in language and adapting to a more open academic environment, pushed me out of my comfort zone and helped me grow in confidence and independence. I learned to be more expressive, adaptable, and open to new perspectives. This experience has not only strengthened my skills as a
nursing student but also shaped my mindset as a future nurse who is ready to work in diverse settings and provide more empathetic and culturally sensitive care.
Greece, 2026
Sausan Qothrunnada