Comparisons of Impostor Phenomenon Among Nursing Faculty Across Teaching Levels, Teaching Experience, and Gender
Year: 2023
Type: dissertation
Study design: Observational Study
Abstract: Nursing faculty must be effective educators, active nurse researchers, and practicing nurse experts. Feelings of impostor phenomenon (IP), defined as emotions of fraudulence, can lead to faculty deficiencies both as educators and scholars. The purpose of this three-manuscript dissertation, guided by Weiner’s attribution theory, was to determine differences in IP by teaching level, teaching experience, and gender among nursing faculty. A two-tailed t-test was used to analyze data collected from 164 participants who completed the Clance impostor phenomenon scale. Data revealed instructors teaching at the undergraduate level had more feelings of IP than those teaching at the postgraduate and graduate levels. There were no significant differences noted in levels of IP comparing years of teaching experience or by gender. All nursing instructors had some level of IP. Acknowledging that IP exists in nursing faculty and finding ways to decrease feelings of IP will allow faculty to become more effective researchers and instructors. Future research should focus on how to combat IP in nursing faculty. As skilled instructors, faculty can provide students with the resources and guidance needed to become skilled graduate nurses able to identify and correct societal healthcare disparities and provide optimal care to improve healthcare outcomes for patients, families, and communities which affects positive social change.
Source: ScholarWorks (Walden University)
Author: Horvath, Deborah E
Language: English
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7017932762