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

      Christensen, Martin; Aubeeluck, Aimee; Fergusson, Diana; Craft, Judy; Knight, Jessica; Wirihana, Lisa; Stupple, Edward J. N.; University of Derby; School of Nursing; Queensland University of Technology; Caboolture Campus, Tallon Street Caboolture Queensland 4510 Australia; Faculty of Medicine & Health Sciences; University of Nottingham, Royal Derby Hospital; Uttoxeter Road Derby DE22 3DT UK; et al. (2016-06)
      Background The transition shock sometimes associated with moving from student to registered nurse can lead to feelings of self-doubt and insecurity especially with the increased expectations and responsibilities that registration brings. Known as Imposter Phenomena, individuals often express a lack of self-confidence, uncertainty in their abilities or that others have an over inflated opinion of them. Aim The aim of this study is to examine the extent at which imposter phenomenon is evident in four final year nursing student cohorts in Australia, New Zealand and the United Kingdom. Design A survey design. Settings The study took place at 4 higher education institutes – two metropolitan campuses and two regional campuses between October 2014 and February 2015 in Australia, New Zealand and the United Kingdom. A sample of 223 final year nursing students undertaking nationally accredited nursing programmes were approached. Results Each cohort exhibited mild to moderate feelings of Imposter Phenomena. A positive weak correlation between imposter phenomena and preparedness for practice was found. The New Zealand cohort scored higher than both the Australian and United Kingdom cohorts on both feelings of imposterism and preparedness for practice. Conclusions Nursing students possess internalised feelings which suggest their performance and competence once qualified could be compromised. There is some speculation that the respective curriculums may have some bearing on preparing students for registration and beyond. It is recommended that educational programmes designed for this student cohort should be mindful of this internal conflict and potential external hostility.