Clinical Learning Under the Shadow of Impostor Syndrome: A Qualitative Study Among Nursing Students

Abstract

Aim

Given the critical role of nursing students amid global nurse shortages, the impact of impostor syndrome on their career decisions is underexplored. This study aimed to explore nursing students' experiences with and perspectives on impostor syndrome through a phenomenological approach to guide the development of targeted support frameworks.

Methods

The data were collected from 21 nursing students in clinical learning at a Chinese tertiary hospital through in-depth, semistructured, face-to-face interviews conducted from October to December 2024. The analysis was then undertaken using Colaizzi's seven-step analysis method.

Results

The following four themes emerged: unfavourable emotional sensations of the impostor syndrome; the causes of the impostor syndrome; the impacts on clinical practice and the impacts on professional values. The themes were delineated into 10 subthemes. The first theme includes anxiety and depression, inferiority, and shame. The second covers the transition shock from academic to clinical environments, inadequate psychological resilience and distorted feedback. The third includes missed opportunity and lack of enthusiasm and motivation for internships. The fourth is about scepticism of professional competence and denial of the profession.

Conclusions

The impostor syndrome inflicts notable psychological stress on nursing students, potentially affecting their professional development. Nursing educators and administrators must monitor relevant factors, communicate regularly, enhance students' psychological resilience and professional identity, and guide the formation of sound professional values.