Imposter Syndrome: Helping Students Understand and Overcome Self-Doubt

Author: Maureen Bonatch MSN, RN

As a CNA instructor, you may notice that some students start strong in the course but stall in their progress. Their initial confidence has evaporated, leaving them plagued by self-doubt. These students may be struggling with imposter syndrome. Even if you aren’t familiar with the term, you may recognize the concept. Imposter syndrome originated in 1978, and healthcare professionals frequently experience this unspoken phenomenon. 

Persistent self-doubt and the fear of being exposed as a “fraud” characterize imposter syndrome. It can erode your students' confidence, affect their overall performance, or even keep them from finishing the CNA course. Shining a light on imposter syndrome may help students overcome what might be holding them back from success. 

Recognizing imposter syndrome

Imposter syndrome differs from ongoing feelings of insecurity that can hinder success. Instead, someone with imposter syndrome has already achieved some success, but they don’t believe they deserve it. The mounting stress from self-doubt can have a potentially crippling effect on a student’s well-being. It may:

• Ruin their confidence

• Leave them obsessing about potential mistakes

• Hold them back from achieving new goals

• Prevent them from enjoying the success they’ve achieved

Choosing a healthcare career may make some CNA students feel they’ve accepted a heavy responsibility. They may have high self-imposed expectations to meet your needs, their clients, and their own, all while feeling pressured to meet the course requirements and pass the CNA certification exam.  

Imposter syndrome can appear in various ways, and your students might experience it differently. Understanding these signs is the first step in helping your students overcome imposter syndrome. Some common signs can include:

• Perfectionism. Students might set impossibly high standards for themselves and believe that anything less is a failure.

• Fear of failure. They might avoid challenges and new responsibilities for fear of making mistakes. 

• Negative self-talk. Students might downplay their achievements or give other students credit. They might use phrases like:

• “I can’t…”

• “I’m not ready…”

• “Can you come with me…”

• “Can you let me watch you do it one more time?”

• Self-doubt. Students might question their competence and skills even when doing well or compare themselves to others in the course.

Strategies to help students overcome self-doubt  

As an instructor, creating an open, supportive environment is not just a task but a responsibility. This environment should encourage students to feel comfortable discussing their insecurities. When they realize their peers share similar struggles, it can help with feelings of self-doubt and strengthen their support network. Sometimes, just verbalizing a fear can be empowering, and students might discover that others they admire may also suffer from self-doubt. A few ways to do that can include:

• Normalize the conversation

• Normalizing emotions such as fear and self-doubt can help students understand they are not alone.

• Share your experiences to demonstrate these feelings, even among seasoned nurses, are common. 

• Teach self-care techniques 

• Encourage reflective practices by asking students to keep a journal to document their achievements and challenges. Keeping a file of compliments, positive comments, and accomplishments to review may help students validate their abilities.

• Discuss using relaxation techniques such as mindfulness or meditation to loosen the grip of self-doubt. Emphasize strengthening their inner voice with positive communication to replace negative thinking. 

• Provide constructive feedback

• Acknowledge wins and small steps as CNA students progress through the course. Be careful to praise all your students, not just those who always do well.

• Provide extra voluntary time in the lab before or after class to allow students to practice and get feedback or validation before cna clinicals.

• Stop comparing yourself

• Remind your students that they’ve done these procedures in the CNA lab many times and not to verbalize to clients that this is their first time. It’s not.

• Encourage students to focus on their abilities and strengths. Everyone learns at their own pace. A skill that is easy for one student might be challenging for another. Remind them not to compare their progress to anyone but themselves and that you, as their instructor, will not let them falter; you’ll be there to provide feedback.

• Promote peer support

• Create CNA mentors or pair students with various levels of confidence. Have students bring a buddy from class to use as a client to encourage teamwork and allow them to work with those they feel most comfortable with.

• Admit your mistakes, and don’t be afraid to ask for help—model positive behavior by demonstrating how to handle mistakes with grace and learn from them.

• Set realistic expectations.

• Discuss the value of incremental progress and learning from mistakes. Explain how the course builds in increments by completing theory and practicing lab before starting cna clinicals. 

• Help students to set realistic and attainable goals to prevent students from feeling overwhelmed and promote a sense of accomplishment. 

Practice builds confidence

Mastery of skills through repetition and positive reinforcement helps students build competence and confidence. Remind them that proficiency comes with practice and time. 

• Use case studies and virtual simulations to enhance their problem-solving abilities. This way, students can practice without peer pressure and not feel like others are looking over their shoulders. 

• Break down complex or challenging skills into manageable steps and celebrate small victories. 

• Pull out the individual steps of procedures and allow them to practice these. 

• Implement cna labs with learning stations for skills students may need help with. A few examples could include individual skill stations for:

• Taking three manual blood pressures

• Weighing five classmates

• Finding both the brachial and radial pulses on a partner

• Removing and replacing the wheelchair legs

• Washing hands at the sink using the correct procedure before class starts

As CNA students build confidence and independence with repetition and practice, it may help them learn to trust their judgment and skills.

Caring4Cal is a program by the California Department of Health Care Access and Information (HCAI) to offer licensed or certified in-home or community care providers — and those interested in becoming an in-home care provider.

Stop self-doubt

Don’t allow imposter syndrome to stop your students from finishing the CNA course or enjoying the success they’ve already achieved. Imposter syndrome might be more common than you realize, but it doesn’t mean it should hold your students back.  Initiating discussions early in your CNA course may help deflate the stress and anxiety that can fuel imposter syndrome.

How do you help your students overcome self-doubt and build their confidence? Share your insights and experiences in the comments below!