Impostor syndrome in nurse education: identity and practice

This commentary explores the growing prevalence of impostor syndrome among nurse lecturers in university settings. Even though impostor syndrome has an impact on personality, wellbeing, and productivity, it frequently goes unnoticed due to the professionalism and resilience associated with the role. Impostor syndrome, or the impostor phenomenon, is characterised by persistent self-doubt despite evident achievement and is particularly recognised among early-career academics adjusting to unfamiliar systems and expectations. The discussion critically analyses impostor syndrome as a contemporary issue in academic practice, drawing on Professional Standards Framework (PSF) dimensions, Staff and Educational Development Association (SEDA) values, educational theories, pedagogical literature, institutional policies, and wider academic culture. It highlights how it is shaped by organisational structures and professional identity tensions, particularly during the transition from clinical practice to academia. The experience has implications beyond the individual, influencing teaching confidence, student learning, and the preparedness of the future nursing workforce. Addressing impostor syndrome requires supportive mentorship, inclusive academic environments, and a wider recognition of the systemic factors contributing to the experience.