Imposter syndrome and perceived clinical competency in nursing students in the UAE: A cross-sectional study
Loai Abu Sharour1, Omar Al Omari2, Sawsan Alawad3, Khloud Al Dameery41College of Nursing, AL Ain University, Abu Dhabi, United Arab Emirates2College of Nursing, Sultan Qaboos University, Muscat, Oman
3College of Engineering, AL Ain University, Abu Dhabi, United Arab Emirates
4College of Nursing, Department of Fundamental Nursing, Sultan Qaboos University, Muscat, Oman
INTRODUCTION: Imposter syndrome (IS) is characterized by persistent self-doubt, fear of being exposed as incompetent, and attribution of success to external factors. Nursing students are particularly vulnerable due to high-stakes clinical training, which may affect perceived clinical competence and patient safety. This study examined the prevalence of IS and its relationship with perceived clinical competency among nursing students in the United Arab Emirates (UAE).
METHODS: A cross-sectional survey was conducted across three UAE nursing campuses (Ras Al Khaimah, Fujairah, and Sharjah) between February and March 2025. A total of 294 students from the second year onward participated. Data were collected using the Clance Impostor Phenomenon Scale (CIPS) and the Clinical Competence Questionnaire (CCQ). Descriptive statistics, Pearson correlation, ANOVA, and regression analyses were used to explore associations between IS, clinical competency, and demographic/academic variables.
RESULTS: Imposter syndrome was prevalent, with younger, less experienced, lower-GPA, and early-year students reporting higher scores. Clinical competency increased with academic progression, GPA, and experience, showing an inverse correlation with IS (r=-0.757, p<0.001). Regression analysis indicated experience duration (η²=0.133), academic year (η²=0.120), and GPA (η²=0.064) as significant predictors of IS, while academic year, experience, and GPA predicted clinical competency (η²=0.230, 0.203, and 0.143, respectively).
DISCUSSION AND CONCLUSION: Imposter syndrome is common among UAE nursing students and negatively associated with perceived clinical competence. Targeted interventions, including mentorship, reflective practice, and experiential training, may reduce IS and enhance clinical readiness, supporting both student development and patient safety.
Keywords: Clinical competence, cross-sectional study, imposter syndrome, nursing students, UAE
Manuscript Language: English