Objective To explore the status quo of and factors associated with imposter phenomenon in undergraduate nursing students, and to provide reference for the development of targeted intervention. Methods A total of 166 undergraduate nursing students were surveyed using a demographic questionnaire, the Clance Impostor Phenomenon Scale (CIPS) and Transition Shock Scale for Undergraduate Nursing Students. Results The median score for CIPS was 65.50 (P25-P75:54.00-71.00)，which was positively correlated with the total transition shock score (P<0.05). Multiple linear regression analysis showed that age, per capita monthly income of the family, academic performance in college, and transition shock were the main influencing factors of imposter phenomenon of undergraduate nursing students (all P<0.05), which could explain 60.7% of the total variance. Conclusion Undergraduate nursing students exhibit a moderate to slightly elevated imposter phenomenon. Nursing educators and administrators should implement intervention measures based on the influencing factors, thus to adjust cognition, mitigate imposter pheno-menon, and foster a positive development of their professional careers.