Abstract

Understanding the life goals of healthcare students is crucial for the development of educational programs, as intrinsic and extrinsic values shape their professional motivation, resilience, and mental health. The aim of this cross-sectional observational study was to examine which life goals students value the most. A total of 203 students participated in the survey (85.7% women; 76.4% aged 18–24 years), most of whom were enrolled in undergraduate nursing study programs (69.7%) and lived with their parents (66.3%). A reliable questionnaire was used to assess the importance of 16 life goals across four domains: power, achievement, intimacy, and altruism. The most highly rated goals were achievement (M = 4.57), intimacy (M = 4.54), and altruism (M = 4.54), while power was rated significantly lower (M = 3.65). Women rated intimacy (p = 0.004) and altruism (p = 0.004) substantially higher, while graduate students placed more importance on achievement (p = 0.026). Age and living arrangements were observed to have no significant influence. The results confirmed a strong orientation of students toward intrinsic and prosocial goals, which are essential for their professional identity. The observed differences underscore the importance of individualized support in education, with emphasis on enhancing resilience and preserving the mental health of future healthcare professionals.