DEMOGRAPHICS, IMPOSTOR PHENOMENON, ACADEMIC SELF-EFFICACY, AND SELF-ASSESSED CLINICAL COMPETENCY AMONG 2ND TO 4TH YEAR STUDENT NURSES

Self-assessed clinical competency is essential to student nurses’ readiness for clinical practice and professional development. However, factors such as demographic characteristics, impostor phenomenon, and academic self-efficacy may influence how students perceive their clinical competency. This study This study, completed in June 2026, examined the relationship between demographic profile, impostor phenomenon, academic self-efficacy, and self-assessed clinical competency among Level II to Level IV student nurses of the College of Nursing and Pharmacy in a selected tertiary Catholic educational institution in Pampanga. A quantitative descriptive-correlational research design was utilized among 216 respondents. Data were collected using the Clance Impostor Phenomenon Scale (CIPS), Academic Nurses’ Self-Efficacy Scale (ANSES), and Clinical Competence Questionnaire (CCQ), and analyzed using descriptive statistics and Spearman’s rank-order correlation. Findings showed that respondents had moderate impostor phenomenon, high academic self-efficacy, and high self-assessed clinical competency. Age, year level, academic performance, and history of clinical exposure were significantly related to self-assessed clinical competency, while sex was not significantly related. Impostor phenomenon had no significant relationship with self-assessed clinical competency, whereas academic self-efficacy demonstrated a highly significant weak positive relationship (ρ = .370, p < .001). The findings highlight academic self-efficacy as a relevant factor associated with students’ perceived clinical competency and may inform supportive strategies in nursing education.