Impostor syndrome (IS) is increasingly recognized as a significant psychological burden among professionals in healthcare, including nurses. Despite their central role in patient care and system coordination, many nurses report persistent feelings of self-doubt, inadequacy, and a fear of being exposed as “frauds,” even when their performance is objectively competent (Franchi & Russell-Sewell, 2023). According to Bravata et al. (2020), IS affects approximately 22% to 60% of working professionals and is associated with higher levels of anxiety, burnout, and diminished career satisfaction. While this phenomenon has been widely studied in physicians and academics, its prevalence and impact among nurses—particularly in advanced practice, education, and research roles—warrants focused attention.

Unsurprisingly, several structural and cultural factors contribute to the development of IS in nurses. Firstly, nursing education and clinical practice are grounded in a culture of perfectionism, where small errors can have significant consequences. This results in a high-pressure environment that leaves little room for mistakes or vulnerability. Secondly, nurses often work within hierarchical health systems where their contributions are undervalued compared to those of other professionals, especially in decision-making or innovation spaces. This systemic minimization can reinforce internal narratives of incompetence. Thirdly, the emotional labor required in nursing—comforting families, managing patient suffering, and maintaining composure under stress—is rarely acknowledged formally, despite being essential to care delivery. These dynamics together may create conditions where impostor thoughts can thrive (Bravata et al. 2020).

Thankfully, the literature offers insight into ways to mitigate these experiences. It suggests that addressing IS requires more than individual resilience – it demands cultural and institutional change. Strategies such as peer support groups, structured mentorship, and leadership pathways for nurses have been shown to reduce feelings of professional illegitimacy (Villwock et al., 2016; Langford & Clance, 1993). In educational settings, creating safe spaces to discuss self-doubt and normalize imperfection may help students and practitioners alike recognize impostor thoughts not as personal flaws, but as shared -and manageable- challenges.

IS is not a sign of weakness or incompetence. More often, it is a response to systems that fail to fully reflect the value of nursing work. Nurses who experience these feelings are not alone, and their discomfort may be a sign that they are entering spaces where their presence is still under negotiation. Making space for these voices—while advocating for recognition, equity, and inclusion—is key to transforming not only how we feel about ourselves, but also how the profession evolves.

To those experiencing IS: I see you. And you are not alone.

I hope this blog is not the end of the conversation—but rather the beginning. May it serve as an invitation for more nurses, educators, and leaders to speak openly about how they feel, to normalize the experience of impostorism, and to co-create spaces where vulnerability is not hidden, but honored. Because when we talk about it, we take back our power—and we remind each other that we truly do belong.

Acknowledgment: Writing refinement was supported using ChatGPT (GPT-4, OpenAI) to improve coherence and expression.

References

Bravata DM, Watts SA, Keefer AL, Madhusudhan DK, Taylor KT, Clark DM, Nelson RS, Cokley KO, Hagg HK. (2020). Prevalence, Predictors, and Treatment of Impostor Syndrome: a Systematic Review. J Gen Intern Med, 35(4):1252-1275. doi: 10.1007/s11606-019-05364-1.
Villwock JA, Sobin LB, Koester LA, Harris TM. (2016). Impostor syndrome and burnout among American medical students: a pilot study. Int J Med Educ, 31;7:364-369. doi: 10.5116/ijme.5801.eac4.

Franchi T, Russell-Sewell N. (2022). Medical Students and the Impostor Phenomenon: A Coexistence Precipitated and Perpetuated by the Educational Environment?. Med Sci Educ, 9;33(1):27-38. doi: 10.1007/s40670-022-01675-x.

Langford J, & Clance PR. (1993). The imposter phenomenon: Recent research findings regarding dynamics, personality and family patterns and their implications for treatment. Psychotherapy: Theory, Research, Practice, Training, 30(3), 495–501. https://doi.org/10.1037/0033-3204.30.3.495

Villwock JA, Sobin LB, Koester LA, Harris TM. (2016). Impostor syndrome and burnout among American medical students: a pilot study. Int J Med Educ, 31;7:364-369. doi: 10.5116/ijme.5801.eac4.

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Cristina Naqui

The author is RNM, MPH, PMH-C. Adjunct Faculty member at UIC Barcelona, and TA at Harvard T.H. Chan School of Public Health. Currently pursuing a research focused on perinatal mental health.