Study Finds that Intentional Faculty Support is Critical to Student Success
Research conducted by faculty and graduate students from the Regis College Young School of Nursing found that intentional faculty support and self-efficacy interventions can help reduce self-doubt and enhance professional identity formation in graduate-level nurses. The research was conducted with the goal of decreasing the incidence of Imposter Phenomenon among advanced nursing students, which is an increasing concern in nursing education and practice.
The research was led by Celeste M. Baldwin, Ph.D., M.S., APRN-CNS, SGAHN, Assistant Professor of Graduate Nursing at Regis College, in collaboration with Regis faculty, students, alumni, and national colleagues.
The study, titled “Decreasing the Incidence of Imposter Phenomenon in Doctorate of Nursing Practice and Masters Level Nurse Practitioner Students by Increasing Levels of Confidence, Intrinsic Locus of Control, Grit, Satisfaction With Life, and Self-Efficacy,” included Doctor of Nursing Practice (DNP), Master’s, and Nurse Practitioner (NP) students and recent graduates from across the country. With 83 participants nationwide, the mixed-method research design yielded statistically significant results demonstrating measurable increases in confidence and life satisfaction and decreases in impostor-related thoughts.
“Graduate nursing students often face the challenge of balancing demanding coursework, full-time employment, and family responsibilities, all while striving to meet high expectations in their clinical and academic roles,” said Dr. Baldwin. “This research was designed to empower them to recognize their competence, strengthen their confidence, and develop resilience to thrive as advanced practice nurses.”
This work draws on Modeling and Role-Modeling Nursing Theory, which positions the faculty role as one of nurturing and support—treating students as whole persons and fostering an environment that builds trust and self-efficacy.
“Our research highlights that when nursing faculty model empathy, acceptance, and support, students’ self-confidence grows, and imposter feelings diminish,” said Dr. Baldwin. “That transformation prepares them to provide compassionate, confident care to their patients. The study demonstrates Regis’ enduring commitment to advancing evidence-based nursing education, developing the next generation of nurse leaders, and fostering faculty-student collaboration in scholarly research.”
Co-authors include Dr. Cathy Coleman (University of San Francisco), Dr. James Papesca, Dr. Jessica Landry, Dr. Yelena Geiler, and Dr. Jenna Zeller of Regis College, and Dr. Holly Tenaglia of Old Dominion University.