Do student nurses experience Imposter Phenomenon? An international comparison of Final Year Undergraduate Nursing Students readiness for registration

Prevalence of Impostor Phenomenon Among Final-Semester Baccalaureate Nursing Students

BACKGROUND

Impostor phenomenon (IP) is characterized as an internal sense of intellectual fraudulence and the inability to internalize success. It was identified by Clance and Imes in 1978 in a study with high-achieving women and has since been found among other professionals. Studies regarding IP are limited in nursing and among nursing students.

PURPOSE

The purpose of the study was to evaluate the prevalence of IP among senior baccalaureate nursing (BSN) students at a public central Texas university immediately prior to graduation.

METHODS

Senior BSN students were given an anonymous survey utilizing the Clance Impostor Phenomenon Scale.

RESULTS

Of the 86 senior BSN students, 82.5% completed the anonymous survey. Among students, 45.1% experienced moderate IP, 46.5% experienced frequent IP, and 8.5% experienced intense IP.

CONCLUSIONS

The incidence of IP was higher than expected. This study has implications for the future of nursing, including academic retention and postgraduation performance.

Identifying the Role of Self-Compassion in Nursing Students' Perceptions of Readiness for Practice: A Mixed Methods Study

Purpose of Study: Nursing students must be able to provide holistic, patient-centered, compassionate care upon entering professional practice despite the stress and psychological challenges of the healthcare environment. The purpose of this study was to explore the relationship between self-compassion, as a promoter, predictor and protector of psychological health, and perceived readiness for practice. Design of Study: This study used a convergent mixed-method design with correlational and directed content analyses. A convenience sample of undergraduate senior nursing students from baccalaureate programs in the Northeastern Region of the United States participated. Methods: Participants completed a 37-item online survey consisting of a demographic questionnaire, the Self-Compassion Scale Short Form (SCS-SF), and the Casey Fink Readiness for Practice Survey ©2008 (n = 82) followed by semi-structured online interviews (n = 18). Findings: Results indicated that self-compassion and support systems positively influence perceived readiness for professional nursing practice. Conclusions: The findings promote psychological health as a component of readiness for professional nursing practice and the incorporation of self-compassion development into nursing curriculum.

Associations between stress, perfectionism, and imposter phenomenon among dental hygiene students

PURPOSE/OBJECTIVE

Imposter phenomenon (IP) depicts the feeling of being a fraud. Stress and perfection are associated with IP, impairing professional and academic performance and negatively impacting mental health. The purpose of this study was to explore the prevalence of IP and perfectionism in dental hygiene students and the relationship with stress.

METHODS

This study used cross-sectional survey research with a nonprobability sampling of dental hygiene students (n = 258). The study used three validated instruments: the Imposter Profile (IPP30) with six subscales, the Frost Multidimensional Perfectionism Scale Brief with two subscales, and the Perceived Stress Scale (PSS10). Descriptive, correlation, and linear regression were used for analysis.

RESULTS

The completion rate was 74.8% (n = 193). Linear regression analysis found the competence doubt (CD) subscale of the Imposter-Profile and perfectionistic striving (PS) were the only statistically significant predictors of stress (F = 10.01, p < .001, R2 = .16). CD (b = 0.36, p < 0.001) was twice as strong as PS (b = 0.15, p < 0.05) in predicting stress in dental hygiene students.

CONCLUSION

In this sample of dental hygiene students, the doubt about competence aspect of imposter phenomenon increased stress more than the striving for perfectionism. Faculty may minimize stress and support students by identifying the feelings associated with imposter phenomenon and highlighting student achievements to build confidence and feelings of self-efficacy.

Is the Measure Good Enough? Measurement Invariance and Validity of the Clance Imposter Phenomenon Scale in a University Population

Imposter Phenomenon (IP) was coined in 1978 by Clance and Imes and has been an important construct in explaining individuals' experiences of believing that achievements are a result of luck or misperceptions of others rather than personal competence. The Clance Imposter Phenomenon Scale (CIPS), developed in 1985, is a prominent operationalization of this construct. Although this scale has been widely used since its inception, its factor structure has been inconsistent across studies and no tests of measurement invariance are documented in the literature. Using a large university sample (n = 830), the current study was designed to: (a) examine the factor structure of the CIPS using cross validation, (b) examine measurement invariance across gender, and (c) examine differences in the CIPS factor by demographics. We found that a single factor structure for the CIPS was the best fitting model. We also found that the measure achieved invariance across gender after removing item 18 (and in the absence of items 1, 2, and 19, removed for poor fit). Finally, we found that being single, a woman, and having experienced lower socioeconomic status (SES) were all associated with higher IP. We discuss these findings in the context of a university setting and suggest avenues for future research.

Impostor phenomenon in registered dietitians: an exploratory survey

BACKGROUND

Impostor phenomenon, also referred to as imposter syndrome or impostorism, was initially identified among high achieving women who felt undeserving of their successes because they felt they were earned through luck or chance, rather than skill or experience. It's prevalence has been identified in many health professions; however, there are no known studies of Registered Dietitians' (RDs) perceptions of impostor phenomenon. This study assesses the following among RDs: [1] prevalence of impostor phenomenon and differences in impostor phenomenon levels, if any, based on [2] highest educational level achieved and [3] years of experience as an RD.

METHODS

A cross-sectional survey was sent electronically to 5,000 RDs credentialed by the Commission on Dietetic Registration in the United States. Respondents' agreement with 20 impostor phenomenon statements from the Clance Impostor Phenomenon Scale were measured. The sum score from the scale was used to classify levels of impostor phenomenon. Descriptive statistics and chi square analyses for comparison were evaluated.

RESULTS

Of the 445 (9%) who began the survey, 266 (5%) completed it and were included in analyses. Over 76% of 266 individuals reported at least moderate impostorism (score of 40 or fewer points out of 100). No difference was seen based on educational level (p = .898); however, those with less than five years' experience reported higher impostor phenomenon (p < .05). Among those with five to 39 years' experience, over 40% reported moderate impostorism.

CONCLUSION

Impostor phenomenon is prevalent among RDs. Moderate impostorism was pervasive among all those with less than 40 years' experience and could potentially negatively impact these respondents. Future research could explore ways to reduce impostor phenomenon in RDs.

Student Pharmacist Engagement in Infographic Creation to Increase Awareness of Impostor Phenomenon

OBJECTIVE

To assess first professional year (P1) students learning about impostor phenomenon (IP) through participation in learning activities featuring the creation of an educational IP infographic.

METHODS

A total of 167 P1 students were invited to complete a validated survey to determine baseline IP tendencies and attended a near-peer-delivered course lecture on IP. Student groups of 4 created an infographic containing IP lecture information and survey results, aimed at increasing IP awareness in a target audience. Mixed methods were integrated to assess learning outcomes. Qualitatively, infographics were evaluated by rubric for completeness, accuracy, and visual literacy, and student reflections were thematically evaluated on the impact of IP activities; quantitatively, 19 student learning objectives were anonymously self-assessed by Likert Scale survey. Students viewed all 42 created infographics, applied criteria, and voted for the 3 best.

RESULTS

Survey results indicated 58% of P1 students exhibited IP tendencies above the scale's defined threshold for significant impostorism. Student groups demonstrated IP learning through developing creative, accurate, and concise infographics, with a mean score of 85% (4.27/5). Assessment survey respondents agreed they can confidently describe IP (92%) and design an infographic for a target audience using acquired knowledge (99%). Through critical reflections on the impact of IP exercises, students expressed improvement in self-awareness and communication skills; described the benefits of engagement in random peer groups; and voiced appreciation for a novel method of learning material (infographic creation).

CONCLUSION

Students demonstrated learning about IP by incorporating lecture and survey results into engaging infographics and expressed benefits from learning about this important topic that is prevalent in P1 students.

Burnout and impostor phenomenon in nursing and newly licensed registered nurses: A scoping review

AIMS AND OBJECTIVE

To identify the prevalence and severity of impostor phenomenon and burnout in newly licensed registered nurses, map the current literature on impostor phenomenon in nursing, and identify related factors affecting the new nurse's transition to practice.

BACKGROUND

Impostor phenomenon is an internalised intellectual phoniness resulting in persistent self-doubt despite prior success. It can evoke feelings of emotional exhaustion associated with burnout, negatively affecting employee retention. Due to changes in nursing education resulting from COVID-19, self-doubt and uncertainty among new nurses are expected to be heightened, leading to burnout which adversely effects nurse well-being, patient care and retention.

DESIGN

The scoping review follows the methodological framework developed by Arksey and O'Malley (2005) and the Reporting Checklist for Scoping Reviews (PRISMA-ScR) guidelines.

METHODS

The literature search was conducted utilising PubMed, CINAHL and PsycINFO. Inclusion criteria were studies published between 2011 and 2021, written in English, peer-reviewed, and focused on newly licensed registered nurses. Eighteen articles were reviewed.

RESULTS

Studies on impostor phenomenon in nursing are limited to nursing students and clinical nurse specialists. Prevalence of impostor feelings in these populations range from 36% to 75%, and 12.3% to 46% of new nurses report burnout. Impostor feelings arise from role ambiguity, lack of self-compassion, transitions, and minimal clinical experience. Burnout was associated with stress, feeling unprepared, inadequate socialisation, and lack of self-compassion. Overlap in these factors could increase impostor feelings and burnout in new nurses.

CONCLUSIONS

Effects of impostor phenomenon and burnout can negatively impact the well-being of the new nurse. Currently, no studies simultaneously examine impostor phenomenon and burnout in new nurses. Further research on the relationship between these phenomena should be conducted.

RELEVANCE TO CLINICAL PRACTICE

Understanding the impact of impostor phenomenon and burnout on new nurses could help mitigate challenges they face transitioning into practice.

Understanding the impostor phenomenon in graduate nursing students

Intuitively, nurse educators know that graduate students in both master's and doctoral programs question their ability to succeed. The impostor phenomenon (IP) is an internalized sense of inadequacy and fear of being seen as a fraud in the presence of external indicators of authentic achievement, and experienced by high achieving, successful individuals. Fifty-three percent (49/93) of graduate students completed the CIPS survey, and 11 master's (regular streams & nurse practitioner) and two doctoral students participated in focus group interviews. The quantitative results showed that 88 % of participants experienced moderate to intense impostor phenomenon. Two themes emerged in the qualitative analysis: (i) experiencing the imposter phenomenon and (ii) managing feeling like an impostor. Descriptions of IP were similar across the three groups of participants. This research provides a foundational understanding of how IP is experienced by graduate nursing students.

Explaining Novice Nurses’ Experience of Weak Professional Confidence: A Qualitative Study

Introduction

The majority of newly graduated nurses are not prepared to work at the bedside; therefore, they may not have the appropriate self-confidence.

Objective(s)

The present qualitative study aimed to explain the novice nurses’ experience of weak professional confidence.

Design

This qualitative study was performed using a content analysis method.

Methods

Content analysis was utilized to identify themes from interview transcripts. They were included in the study by purposeful sampling. Participants were interviewed through face-to-face and unstructured interviews. All data were recorded, transcribed, and analyzed based on the Graneheim and Lundman method.

Results

Thirteen nurses participated in interviews. After data collection, all interviews were implemented and reviewed and the categories and subcategories were extracted. Three main categories containing turbulence in working life, unpleasant interactions, and lack of knowledge were extracted.

Conclusion

According to the study findings, most novice nurses experienced turbulence in their working life, unpleasant interactions, and a lack of knowledge that affected their self-confidence. Therefore, educational and support programs are suggested to improve novice nurses’ professional confidence.

Relevance to Clinical Practice

According to the results of the study, the lack of self-confidence in novice nurses reduces the quality of care. Therefore, taking into account the experiences of the participants, nursing education managers should plan in such a way as to improve the self-confidence of the graduates. In addition, novice nurses need to be supported by their managers and colleagues to develop their professional confidence to provide more effective care.

Impostor Phenomenon in Undergraduate and Doctor of Pharmacy Students at a Small Private University

Objective. The purpose of the study was to observe the prevalence of impostor phenomenon among students attending Ohio Northern University and to assess secondary factors that impact the severity of this phenomenon.Methods. Using the validated Clance Impostor Phenomenon Scale, the incidence of impostor phenomenon was assessed at Ohio Northern University. We hypothesized that students enrolled in the Ohio Northern University College of Pharmacy would demonstrate more intense levels of impostor phenomenon than students enrolled in other majors within the university.Results. Of the approximately 3100 students at the university, 391 students (12.6%) completed the survey and qualified for the study. Students for this study were recruited via email. This method was used for two reasons; it was the best way to reach the entirety of the student body, and, at the time of the study, students were transitioning from campus to home due to the COVID-19 pandemic. Out of a total possible score of 100, all colleges scored an average impostor phenomenon score between 68 and 75. These scores were interpreted as "frequently experiences impostor feelings." No significant differences in scores were found by college, gender, ethnicity/race, year in school, or specific major.Conclusion. Impostor phenomenon is common at Ohio Northern University and does not discriminate by college, age, gender, race/ethnicity, year in school, or academic major. There is a need for external intervention to educate students on the impact of impostor phenomenon and to reduce this impact. Interventions should be targeted to all students enrolled at the university regardless of educational program or other demographics.

Fixed mindset and imposter phenomenon: Determining the correlation and prevalence among pharmacy students

INTRODUCTION

To determine the prevalence of fixed vs. growth mindsets and imposter phenomenon (IP) scores among pharmacy students at one institution, identify variables that explained variance in fixed mindsets and IP, and determine if a correlation exists.

METHODS

A survey was developed and administered to first- to fourth-year students at the University of Kentucky College of Pharmacy. The survey included demographic questions, the Clance Imposter Phenomenon Scale (CIPS), and the Implicit Theories of Intelligence Scale (ITIS). Descriptive and inferential statistical analyses were conducted to determine the prevalence of IP and fixed vs. growth mindsets, identify variables that explained variance in CIPS and ITIS scores, and investigate if a correlation exists.

RESULTS

Pharmacy students reported a high rate of IP experiences; mean (SD) CIPS score of 67.2 (14). Thirty percent of students reported at least moderate IP experiences and 68.2% reported frequent or intense IP experiences. The majority of students (59.6%) reported a growth mindset. Gender was the only tested variable that explained variance in CIPS or ITIS scores, as male gender respondents had lower CIPS score as compared to those reporting female gender (63.27 vs 68.87, p=.006). A correlation was found between lower ITIS and higher CIPS scores (r = -0.221, P < .001).

CONCLUSIONS

Pharmacy students surveyed exhibited a high rate of IP and growth mindsets. Understanding that fixed mindsets and high rates of IP are correlated can help educators make informed decisions regarding targeted interventions, with the goal to improve overall student wellbeing.

The Impostor Phenomenon Among Nursing Students and Nurses: A Scoping Review

The impostor phenomenon (IP) refers to a false internal experience of low intelligence or ability that is associated with anxiety, depression, psychological distress, and burnout. The emotions associated with the IP affect not only personal mental health but also patient care. To address this issue, we need to completely understand the prevalence of and factors related to the IP and ways to resolve/overcome IP feelings. The aim of this scoping review was to identify the existing evidence regarding the IP among nursing students and nurses and determine gaps that can be addressed in future research. We conducted our study based on the scoping review methodological framework proposed by Arksey and O’Malley (2005) and advanced by Levac et al. (2010). After searching the Embase, PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Cochrane Library, Web of Science and ProQuest databases, we identified 11 studies for inclusion in this review. We found that while the IP exists in nursing students and nurses, clinical nurse specialist students and final-year nursing students are at significant risk of impostor behavior. We also found that research in the nursing field has focused on the prevalence of and factors related to the IP, but few studies have addressed ways to resolve/overcome IP feelings. Thus, research in this area should be increased. This scoping review presents research gaps that may serve as a starting point for future work on the IP in the nursing field.

RETRACTED: International nursing students' perceptions and experiences of transition to the nursing workforce - A cross-sectional survey

This article has been retracted: please see Elsevier Policy on Article Withdrawal (https://www.elsevier.com/locate/withdrawalpolicy). This article has been retracted at the request of the authors because the data reported in the manuscript are likely to have been compromised. It came to the co-authors’ attention after the publication of the article that a large proportion of the surveys reported in the study had been completed by a respondent using the first author’s IP addresses. The authors would like to apologize to readers for this error.

Dealing with doubt: Overcoming impostor syndrome in new practitioners

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Impostor phenomenon among US chiropractic students

OBJECTIVE

Impostor phenomenon is expressed by feelings of self-doubt and the belief that one is unintelligent. The purpose of this research was to describe the prevalence of impostor phenomenon among students enrolled in a doctor of chiropractic program and to evaluate for any differences in the rates of impostor phenomenon between males and females.

METHODS

We performed an anonymous cross-sectional, online survey of all students enrolled in the doctor of chiropractic program at 2 campuses of 1 chiropractic college. We reported the point prevalence of impostor phenomenon and used χ2 to evaluate the differences in impostor phenomenon among males and females. We also evaluated for between-group differences for 4 other demographic factors believed to influence impostor phenomenon.

RESULTS

We received 406 survey responses (34% response rate). Impostor phenomenon was reported in 39% of students responding to our survey. Approximately 46% of all females and 32% of all males met the criteria for impostor phenomenon, and females had significantly higher rates of impostor phenomenon (p = .005). The following variables were not associated with impostor phenomenon: year in which students were enrolled; marital status; whether chiropractic was their first career; and type of clinical experience the student encountered.

CONCLUSION

Our findings demonstrate that over a third of students enrolled in a doctor of chiropractic program met the criteria for impostor phenomenon, and females were significantly more likely to experience impostor phenomenon. The results from this survey are similar to those reported in other healthcare educational settings.

International nursing students' and international nursing graduates' experiences of transition to the nursing workforce: A systematic review of qualitative evidence

OBJECTIVE

The objective of this systematic review was to identify and synthesise existing evidence on the experiences of international nursing students' and international nursing graduates' transition to the host country's nursing workforce.

BACKGROUND

International students' experiences of transition to the host country has been extensively explored by researchers. International students experience unique challenges related to communication and language, socialisation, finance, and temporary student visa. One under-researched area is the experiences of transition for international nursing students and international nursing graduates. This systematic review examined the existing evidence on international nursing students' and international nursing graduates' experiences of transition to the host country's nursing workforce.

INCLUSION CRITERIA

This review considered published and unpublished studies-qualitative, quantitative, mixed methods, evidence syntheses, and grey literature-that included international nursing students enrolled in an undergraduate nursing programme outside their home country and international nursing graduates, either employed or not yet employed in nursing and within their first year of completing an undergraduate nursing programme outside their home country.

METHODS

A three-step search strategy was utilised in this review. The search strategy aimed to find published and unpublished literature in English from January 2000 to April 2020. The databases searched were Ovid Medline, Scopus, Emcare, ERIC, PsycINFO, ProQuest Central, ProQuest Dissertations and Theses Global, JBI Evidence-based Practice Database, and ScienceDirect. Two reviewers independently screened the titles/abstracts and full texts of studies for inclusion and appraised the methodological quality of the included studies. Findings and accompanying illustrations were extracted by one reviewer, assigned a level of credibility, and checked by the others. Results were analysed using JBI's approach to qualitative meta-aggregation.

RESULTS

This review included three qualitative papers published between 2011 and 2018. All included studies were appraised as of moderate quality. Sixty-five study findings and nineteen categories were aggregated into the following six synthesised findings: international nursing graduates developed confidence and satisfaction through challenges; personal challenges; clinical challenges; discrimination and justice; academic barriers to success; and what international nursing students liked and wanted.

CONCLUSION

The synthesised findings revealed ongoing anxiety, lack of preparedness and role uncertainty that was experienced by international nursing students and international nursing graduates as they transition to the host country's nursing workforce. They expressed the need for information about professional role expectations, guidance, and support to transition. University transition programmes and services could provide support to address the workforce transition challenges faced by international nursing students and international nursing graduates.

TWEETABLE ABSTRACT

Systematic review shows international nursing students and international nursing graduates experience anxiety, limited preparedness and role uncertainty when transitioning to the host country's nursing workforce.

You Are Not an Impostor: The Registered Dietitian Nutritionist and Impostor Phenomenon

Impostor phenomenon (IP) interferes with the desire for taking advantage of career opportunities and pursuing career advancement. There is robust literature describing the effects of IP in other health care professions, yet an absence of research exists on IP within the nutrition and dietetics profession. This perspective will explore why nutrition and dietetics professionals may experience IP, specify what might be done to mitigate the negative effects of IP, and describe future research directions. Impostorism is an understudied phenomenon that could have significant implications for the profession of nutrition and dietetics on an individual and systemic level.

Impostor Phenomenon in Undergraduate Nursing Students: A Pilot Study of Prevalence and Patterns

BACKGROUND

Impostor phenomenon (IP) is an experience of doubt in personal ability and a sense that achievements are fraudulent, resulting in increased psychological distress. This pilot study explored the prevalence and pattern of IP in baccalaureate nursing students related to gender, level in program, and racial identity.

METHOD

A convenience sample of prelicensure baccalaureate nursing students (n = 150) was surveyed using the Clance Impostor Phenomenon Scale (CIPS).

RESULTS

The mean CIPS score was 60.13 (range, 26-92). Patterns observed across gender, level in program, or racial identity did not differ significantly. However, frequent to intense feelings of impostorism were reported by 48.7% of students, and 92% reported at least moderate IP characteristics.

CONCLUSION

Many students in this study reported IP experiences, indicating risk for negative effects such as anxiety and lack of confidence. Further study in this population and specifically among minority nursing students is needed. [J Nurs Educ. 2021;60(6):329-332.].

Mediating effect of resilience on association among stress, depression, and anxiety in Indonesian nursing students

BACKGROUND

Studies on beneficial effects of resilience among nursing students are scarce, particularly in the context of Indonesian cultural characteristics and family socioeconomic status. Consequently, whether resilience affects the associations between clinical practice-related stress and mental health problems remains unknown.

PURPOSE

We aimed to reveal whether resilience mediates the associations among stress, depression, and anxiety.

METHODS

In this study, 336 nursing students were recruited and completed the Connor-Davidson Resilience Scale and the Depression, Anxiety, and Stress questionnaires. Students' economic status was assessed using the Self-Reported Questionnaire Family Socioeconomic Status. Data were collected in mid-2016 and analyzed using Pearson's correlation, independent t-test, one-way ANOVA, and simple linear regression with a mediation test.

RESULTS

Results demonstrated that resilience had a partial mediating effect on depression (B = 0.044) and anxiety (B = 0.017) after controlling for student age, living situation, and living allowance. These results indicated that resilience affects stress, depression, and anxiety.

CONCLUSION

Resilience is thus a crucial mediator of the relationship of clinical practice-related stress with depression and anxiety in nursing students. A well-balanced relationship between academic demands, private life, and financial support can counteract the influence of depression and anxiety in this population.

Exploring newly qualified nurses' experiences of support and perceptions of peer support online: A qualitative study

AIMS AND OBJECTIVES

To explore newly qualified nurses' support needs and their perceptions of online peer support.

BACKGROUND

The experience of being a newly qualified nurse is stressful and isolating. Support from colleagues and peers can enhance perceptions of competence and confidence in newly qualified nurses, improve well-being and aid retention. However, despite initiatives such as preceptorship, support needs may remain unmet in busy clinical environments. Online support has potential to offer a partial solution to professional isolation, but there is a lack of research into how technology can support nurses' emotional and social well-being.

DESIGN

A qualitative exploratory study was designed, employing semi-structured focus groups, analysed using thematic analysis. The study is reported in accordance with the COnsolidated criteria for REporting Qualitative research checklist.

METHODS

Eight focus groups, supplemented by one individual interview, were conducted with newly qualified nurses between June 2018-January 2019.

FINDINGS

Two main themes arose. The first was Drowning, a lot of the time with two sub-themes: (i) Feelings and emotions about being a Newly Qualified Nurse: 'Absolutely terrified' and (ii) Support within the role: 'Somebody you can count on'. The second was Potential advantages and disadvantages of online modality: 'Somebody is going to get in that phone!' which included three sub-themes (i) Potential advantages, (ii) Potential disadvantages and (iii) Preferences and recommendations.

CONCLUSIONS

This study demonstrates that if barriers can be overcome, then online support has potential to contribute to newly qualified nurses' well-being. Further research is needed to explore technical and ethical issues around online support and evaluate its effectiveness for newly qualified nurses.

RELEVANCE TO CLINICAL PRACTICE

Online support has the potential to add to existing strategies to support nurses during stressful times. This may be particularly relevant when many staff are working under increased pressure due to the COVID-19 pandemic.

Hemşirelik Son Sınıf Öğrencilerinin Mesleğe Hazir Bulunuşluklari Ve Etkileyen Faktörler: Doğu Karadeniz Bölgesi Örneği

Objectives: This study aims to examine the readiness of final year nursing students for their profession and the affecting factors.Method: The population of this descriptive study consisted of 440 final year nursing students at five different universities in Turkey's Eastern Black Sea Region. The sample consisted of 313 students. The data were gathered between January and February, 2015. The researchers prepared and used a questionnaire form in line with the literature to collect the data. The data were evaluated with SPSS 20.0 statistical software using descriptive statistics, the chi-square test and binary logistic regression.Results: Of the students, 56.2% said that they were ready for the profession. There were statistically significant correlations between students' readiness for the profession and their having selected the profession willingly, being happy to have selected the profession, feeling safe in the profession, self-efficacy for the profession, feeling anxiety concerning working life and thoughts about nursing (p&lt;0.05). There is statistically significant correlation between students' readiness for nursing and their finding practical training adequate in undergraduate study (p&lt;0.05).Conclusion: This study found that half of the students were ready for the profession. Their having selected the profession willingly, being happy to have selected the profession, self-efficacy for the profession and feeling anxiety concerning working life were predictor variables for readiness.

Prevalence, Predictors, and Treatment of Impostor Syndrome: a Systematic Review

BACKGROUND

Impostor syndrome is increasingly presented in the media and lay literature as a key behavioral health condition impairing professional performance and contributing to burnout. However, there is no published review of the evidence to guide the diagnosis or treatment of patients presenting with impostor syndrome.

PURPOSE

To evaluate the evidence on the prevalence, predictors, comorbidities, and treatment of impostor syndrome.

DATA SOURCES

Medline, Embase, and PsycINFO (January 1966 to May 2018) and bibliographies of retrieved articles.

STUDY SELECTION

English-language reports of evaluations of the prevalence, predictors, comorbidities, or treatment of impostor syndrome.

DATA EXTRACTION

Two independent investigators extracted data on study variables (e.g., study methodology, treatments provided); participant variables (e.g., demographics, professional setting); diagnostic tools used, outcome variables (e.g., workplace performance, reductions in comorbid conditions); and pre-defined quality variables (e.g., human subjects approval, response rates reported).

DATA SYNTHESIS

In total, 62 studies of 14,161 participants met the inclusion criteria (half were published in the past 6 years). Prevalence rates of impostor syndrome varied widely from 9 to 82% largely depending on the screening tool and cutoff used to assess symptoms and were particularly high among ethnic minority groups. Impostor syndrome was common among both men and women and across a range of age groups (adolescents to late-stage professionals). Impostor syndrome is often comorbid with depression and anxiety and is associated with impaired job performance, job satisfaction, and burnout among various employee populations including clinicians. No published studies evaluated treatments for this condition.

LIMITATIONS

Studies were heterogeneous; publication bias may be present.

CONCLUSIONS

Clinicians and employers should be mindful of the prevalence of impostor syndrome among professional populations and take steps to assess for impostor feelings and common comorbidities. Future research should include evaluations of treatments to mitigate impostor symptoms and its common comorbidities.

Prevalence of impostor phenomenon and assessment of well-being in pharmacy residents

Purpose

The purpose of this study was to quantify the prevalence of impostor phenomenon (IP) and to assess well-being in pharmacy residents, as well as analyze the effects of demographics on these outcomes.

Methods

A cross-sectional, survey-based study was performed. Pharmacy residency program directors and pharmacy directors were asked to forward an invitation email to actively enrolled postgraduate year 1 (PGY1) and postgraduate year 2 pharmacy residents in March 2019. The survey used the Clance Impostor Phenomenon Scale (CIPS) to identify IP and the Mayo Clinic Resident/Fellow Well-Being Index (RWBI) to assess resident well-being.

Results

Survey respondents were mostly female, enrolled in PGY1 programs and single with no children. Of the 720 responses included in the study, 57.5% (n = 414) were identified as “impostors” (CIPS score of ≥62), with a mean CIPS score of 64.0 (SD, 15.0). Prior mental health treatment and increased hours worked per week were significant predictors of IP. The greatest correlation was found in those working greater than 80 hours per week compared to less than 60 hours per week (ß = 9.845; P &lt; 0.001). The mean RWBI score was 4.2 (SD, 1.8), with 47.8% (n = 344) of residents scoring ≥5, the cutoff for identifying those at greatest risk of distress. Age, previous mental health treatment, and increasing hours worked per week were significant predictors of RWBI ≥5. CIPS and RWBI scores were found to exhibit weak but significant correlation (ρ = 0.357; P &lt; 0.001).

Conclusion

Pharmacy residents displayed significantly higher prevalence of IP vs comparable groups as well as significantly more distress with potential for a personal and/or professional consequence.

'Thinking like a nurse'. Changing the culture of nursing students' clinical learning: Implementing collaborative learning in practice

This article reports a study evaluating the implementation of Collaborative Learning in Practice models at a university School of Nursing and Midwifery with practice partners across the South West of England. We conducted four focus group interviews with 40 students with experience of Collaborative Learning in Practice placements, and two focus groups with eight clinical practice staff with responsibility for implementing and supporting such models in their areas. Data were transcribed and analysed using the Framework Method. Key themes were 'Real time' Practice of Collaborative Learning Implementation, Collaborative Learning as Preparation for Registrant Practice, and the Student/Mentor Relationship. We conclude that Collaborative Learning in Practice utilising models of coaching and peer support, offers benefits to students who are exposed to the reality of nursing practice from the beginning of their placement experiences, enabling them greater responsibility and peer support than under normal mentoring arrangements. Furthermore, there are benefits to the registrants because the burdens of supervising students are spread more widely. This is timely given the review of Nursing and Midwifery Council standards for programmes and student support and the need to increase placement capacity as a response to global nursing shortages.

Measuring impostor phenomenon among health sciences librarians

Objective

Impostor phenomenon, also known as impostor syndrome, is the inability to internalize accomplishments while experiencing the fear of being exposed as a fraud. Previous work has examined impostor phenomenon among academic college and research librarians, but health sciences librarians, who are often asked to be experts in medical subject areas with minimal training or education in these areas, have not yet been studied. The aim of this study was to measure impostor phenomenon among health sciences librarians.

Methods

A survey of 2,125 eligible Medical Library Association (MLA) members was taken from October to December 2017. The online survey featuring the Harvey Impostor Phenomenon scale, a validated measure of impostor phenomenon, was administered, and one-way analysis of variance (ANOVA) was used to examine relationships between impostor phenomenon scores and demographic variables.

Results

A total of 703 participants completed the survey (33% response rate), and 14.5% of participants scored ≥42 on the Harvey scale, indicating possible impostor feelings. Gender, race, and library setting showed no associations, but having an educational background in the health sciences was associated with lower impostor scores. Age and years of experience were inversely correlated with impostor phenomenon, with younger and newer librarians demonstrating higher scores.

Conclusions

One out of seven health sciences librarians in this study experienced impostor phenomenon, similar to previous findings for academic librarians. Librarians, managers, and MLA can work to recognize and address this issue by raising awareness, using early prevention methods, and supporting librarians who are younger and/or new to the profession.

Students' experiences and perceptions of interprofessional education during rural placement: A mixed methods study

BACKGROUND

Interprofessional collaboration is key to addressing the complexity of contemporary health care, therefore it is imperative that students from different disciplines have access to interprofessional education to equip them with the requisite skills and attributes. While interprofessional education promotes a person-centred approach and mutual recognition of one another's contributions to health outcomes, interprofessional education in Australian universities is fragmented and presents challenges that can be addressed through clinical placements.

OBJECTIVES

This article reports student perceptions and readiness for interprofessional education in the rural clinical learning environment in one region of Australia.

DESIGN

A mixed methods approach.

SETTINGS

Rural clinical learning environments in one geographic area in Victoria, Australia.

PARTICIPANTS

60 undergraduate healthcare students from allied health, medicine, nursing and midwifery.

METHODS

A survey incorporating Readiness for Interprofessional Learning Scale, Interdisciplinary Education Perception Scale and focused interprofessional questions. Qualitative data were collected via survey comments, interviews and focus groups.

RESULTS

Students had numerous opportunities for interprofessional education, to observe role modelling in the workplace and considered that learning with other professions would help them become more effective members of the health care team. Students valued learning about collaborative practice, the roles of other professions and identified activities that enhanced interprofessional engagement.

CONCLUSIONS

This study provides important insights regarding students' perceptions and readiness for interprofessional education. These results demonstrate that there are numerous opportunities to embed interprofessional education within the rural clinical learning environment and offer new insights into students' experiences and preferences for potential activities. These findings may resonate with others implementing interprofessional education in the workplace and guide facilitators in planning activities for students. Factors influencing differences in attitudes towards interprofessional education and how students acquire an understanding of their professional or disciplinary role warrant further study.

Impostorism: An evolutionary concept analysis

AIM

The aim of this study was to explore the concept of impostorism as applied to nursing and other disciplines.

BACKGROUND

Impostorism has not been well defined or studied in nursing. Researchers have not studied connections between role transition stress of new graduates and impostorism, despite evidence that nursing students experience impostorism during undergraduate studies.

DESIGN

Rodgers' evolutionary concept analysis was the method used in this study.

DATA SOURCES

The databases used were Academic Search Complete, Cumulative Index to Nursing and Allied Health Literature, Health and Psychosocial Instruments, Health Source: Nursing/Academic Edition, Medical Literature Analysis and Retrieval System Online, PsycARTICLES, Psychology and Behavioral Sciences Collection, PsycINFO, SocINDEX, and Dissertations and Theses databases.

REVIEW METHODS

All nursing-specific citations were included in the literature sample. Of the remaining non-nursing citations, stratified random sampling provided 28 non-nursing citations. An additional purposive sampling of seminal impostorism publications resulted in 46 resources for analysis.

RESULTS

Concept analysis revealed that key attributes of impostorism include fear of failure and difficulty accepting praise. Impostorism antecedents relate to personality, attribution, family, workplace, and sociodemographic variables. According to concept analysis, a conceptual definition emerges of impostorism as a subjective, inaccurate self-assessment involving feelings of intellectual and professional incompetence and fraudulence despite external evidence of success.

CONCLUSION

Impostorism has undergone evolutionary changes in various disciplines. However, the nursing discipline needs more research related to nurses' experiences with impostorism in the workplace.

Belonging and loss in the transition to newly qualified nursing

Duncan Hamilton, at the time of writing a final year adult nursing student at the University of Surrey, considers an unexpected sense of melancholy at the end of his course.

Effect of immersive workplace experience on undergraduate nurses' mental health clinical confidence

Preregistration education needs to ensure that student nurses are properly trained with the required skills and knowledge, and have the confidence to work with people who have a mental illness. With increased attention on non-traditional mental health clinical placements, further research is required to determine the effects of non-traditional mental health clinical placements on mental health clinical confidence. The aim of the present study was to investigate the impact of a non-traditional mental health clinical placement on mental health nursing clinical confidence compared to nursing students undergoing traditional clinical placements. Using the Mental Health Nursing Clinical Confidence Scale, the study investigated the relative effects of two placement programmes on the mental health clinical confidence of 79 nursing students. The two placement programmes included a non-traditional clinical placement of Recovery Camp and a comparison group that attended traditional clinical placements. Overall, the results indicated that, for both groups, mental health placement had a significant effect on improving mean mental health clinical confidence, both immediately upon conclusion of placement and at the 3-month follow up. Students who attended Recovery Camp reported a significant positive difference, compared to the comparison group, for ratings related to communicating effectively with clients with a mental illness, having a basic knowledge of antipsychotic medications and their side-effects, and providing client education regarding the effects and side-effects of medications. The findings suggest that a unique clinical placement, such as Recovery Camp, can improve and maintain facets of mental health clinical confidence for students of nursing.

Effect of a clinical skills refresher course on the clinical performance, anxiety and self-efficacy of the final year undergraduate nursing students

Although the final year of nursing undergraduate programs that focus on clinical education are planned to prepare nursing students to better transition to the real world of health care service; evidence has shown that this program is not sufficient to reach this end goal. This controlled trial study was to investigate the effectiveness of a basic clinical skills refresher course for nursing students before entering the internship program. The sample consisted of 160 undergraduate nursing students assigned into two groups. The intervention was a three-day refresher course directed by nurse instructors for intervention group focused on 10 basic nursing procedures in the clinical skill lab. The control group did not receive any intervention. The students' anxiety, clinical self- efficacy and clinical skills practice were measured before and after intervention in both groups. The results indicated that the students who took part in the refresher course experienced lower anxiety levels, higher levels of clinical self-efficacy, and have better clinical skills during their internships. The undergraduate nursing curriculum can be strengthened by the basic clinical skills refresher course. This refresher course can bridge the theory - practice gap and provide a better transition from the student to nurse role.