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Clinical Nurse Selection Criteria Example

Updated: Aug 13

To write clinical nurse selection criteria, use the STAR method (Situation, Task, Action, Result). Highlight your advanced clinical skills, leadership, patient care, and experience with multidisciplinary teams. Provide specific examples where you've demonstrated expertise in clinical practice, mentoring junior staff, managing complex cases, and improving patient outcomes. Show your commitment to evidence-based practice and continuous professional development.


Need an example for clinical nurse criteria? I've got you covered with this example:



A bachelor's qualification in Nursing (or equivalent), with broad clinical experience as a Registered Nurse, with at least 3 years of recent practice experience.


I am currently completing a Master of Nursing with a focus on Clinical Education , have a Graduate Certificate in Cardiovascular Nursing and a Bachelor of Nursing. A summary of my professional experience includes:

·         Academic Marking/Clinical Teaching/Clinical Supervisor, Southern Cross University

·         Registered Nurse, St Annes Hospital (Casual) – ICU/CCU

·         Registered Nurse – Casual, Queensland Health

·         Registered Nurse, Bonsai Community Aged Care

·         Registered Nurse – Casual, Bonsai Hospital

·         Registered Nurse – Casual Pool, Smithville Base Hospital

·         Registered Nurse, Cardiac Hybrid Cath Lab/Anaesthetics, St Sam's Private Hospital

·         Registered Nurse, Clive Berghofer Intensive Care Unit, St Sam's Private Hospital

·         Registered Nurse, Intensive Care/Coronary Care Unit, Jones Bay Hospital

·         Registered Nurse, Borche Hospital

·         Registered Nurse, Emergency Department, Darwin Base Hospital

·         Registered Nurse, Cardiothoracic Surgical, The Prince William Hospital


Demonstrated experience and expertise in clinical education and supervision of undergraduate Nursing students.


As a clinical supervisor, I have demonstrated extensive experience in the clinical supervision of undergraduate nursing students. One example occurred when I assisted a student with a learning development plan during their placement at the base hospital. Despite the short notice, I prioritised the student's needs to provide comprehensive support. Recognising the student's struggles on placement, I offered clinical and emotional assistance. This included long debriefing sessions to address the student's challenges and collaborating with university support services to ensure additional resources were available.


I facilitated extra 1:1 time with the student, providing personalised guidance throughout the placement.  The student confided in me about their mental health concerns. In response, I escalated the matter to the course coordinator and the Nurse Unit Manager (NUM). This ensured that appropriate support services were initiated to prioritise the students' safety. Although the student did not meet the placement requirements and faced a failure outcome, they expressed gratitude for the support. The student gained valuable insight into the reasons for their challenges and demonstrated acceptance of the outcome. Importantly, our intervention paved the way for ongoing support services, ensuring the student received the necessary assistance to address their mental health concerns.


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Sound knowledge of interprofessional education, collaboration and practice or the willingness and ability to rapidly acquire, utilise and disseminate such knowledge.


My sound knowledge of interprofessional education, collaboration, and practice has been demonstrated through my involvement in simulation training sessions where I work closely with medical staff and nursing teams. During these exercises, coordinate with team members to simulate real-life scenarios.  As part of the training, I provide constructive feedback, highlighting areas for improvement. This feedback is essential for ensuring continuous learning among all team members. Following each simulation session, I lead debriefing sessions to discuss challenges and identify strategies for enhancement. I am willing and able to rapidly acquire, utilise, and disseminate knowledge related to interprofessional education and practice. I stay updated on best practices and emerging trends in healthcare with professional development opportunities.


I have demonstrated a high level of interpersonal, written, and oral communication skills, as well as the ability to negotiate and work consultatively.


One aspect of my role involves negotiating student placements and addressing performance concerns when students do not meet the required standards of practice. I employ a proactive approach, engaging in open dialogue with clinical educators to address the issues. This includes performance areas where improvement is needed and steps for remediation.  In instances where patient safety concerns arise, I take action to report the matter while maintaining a supportive stance towards the students. This involves gathering information and documenting findings. I prioritise accountability, ensuring that all stakeholders are informed of the actions always taken. By building solid partnerships, I can address challenges and implement solutions that benefit students and patients.


I have demonstrated my ability to work independently with high levels of initiative and autonomy and collaborate with colleagues.


My ability to work independently with high levels of initiative and autonomy and my aptitude for collaborative teamwork has been shown in my role as a clinical teacher working with undergraduate students in foundational nursing lab sessions. I work alone with students during lab sessions focused on psychomotor skill acquisition. When confronted with challenges, such as students struggling to grasp concepts due to language barriers, I take steps to address these issues. Recognising my students' diverse backgrounds and learning needs, I use teaching strategies tailored to accommodate their individual preferences. For instance, when faced with culturally and linguistically diverse nursing students, I adapt my teaching approach to ensure inclusivity and support for all learners. This may involve incorporating visual aids, providing additional explanations, or offering hands-on demonstrations to enhance comprehension and skill acquisition.  I collaborate with colleagues and academic support services to cater to the diverse needs of our student population. By creating a culture of inclusivity, I empower students to overcome challenges and achieve their full potential in their studies.


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A commitment to research activities and willing to participate in rural health research.


While my participation in research activities has been limited, I am committed to expanding my involvement in rural health research. Currently pursuing a Master of Nursing degree, I plan on the dissertation pathway, which will allow me to work on research.  My interests lie in nursing employability and new graduate preparedness. I am passionate about exploring the factors that influence nursing graduates' transition into the workforce and identifying strategies to enhance their readiness for clinical practice, particularly in rural healthcare settings. Because of my university studies, I possess a strong foundation in research methodology and data analysis, and I am enthusiastic about collaborating with researchers, healthcare professionals, and community stakeholders to address issues in rural health.


An ability to establish relationships and to represent and promote academic discipline at a university and broader community level, including industry, government and professional bodies.


One example demonstrating this capacity occurred during a partnership with a healthcare facility. I addressed concerns raised by the Nurse Unit Manager (NUM) regarding the preparedness of student nurses from our university. On learning of the NUM's dissatisfaction, I took action to address the issue, recognising the importance of maintaining positive relationships with our healthcare partners. I listened to her concerns and addressed them with professionalism. I reassured the NUM that our students were adequately prepared to meet the demands of clinical practice. I took proactive steps to de-escalate the situation and strengthen the partnership between the university and the healthcare facility. I escalated the matter to the course coordinator, facilitating follow-up discussions to address any underlying issues and I initiated additional support for the student on placement, recognising the importance of providing resources to ensure their success and alleviate the strain on ward staff.  By advocating for the interests of students and healthcare partners, I contributed to enhancing educational quality and advancing nursing practice.


A relevant postgraduate qualification in health or clinical education and/or the willingness to pursue an advanced professional qualification or Higher Degree by Research.


 I am currently completing a Master of Nursing with a focus on Clinical Education, have completed the Foundations of Learning and Teaching for Casual Educators and am an Associate Fellow of the Higher Education Academy.


Experience in rural and/or Indigenous health issues, rural health education and training and a demonstrated commitment to improving rural and remote area health.


I worked as a Registered Nurse at Bowen Hospital where I gained valuable firsthand experience in rural healthcare delivery and encountered rural health issues faced by Indigenous and non-Indigenous communities. Working within a rural hospital setting, I witnessed the disparities in access to healthcare services, in remote areas. Additionally, my time as a Registered Nurse in Community Aged Care provided the opportunity to engage with elderly residents from rural backgrounds, many of whom faced significant health challenges and limited access to healthcare resources. My experiences underscore my commitment to improving rural and remote area health by advocating for equitable access to quality healthcare services.


Experience in the higher education or health sectors.


In my current role at the university, I have worked as an Academic Marker, Clinical Teacher, and Clinical Supervisor, This includes assessing students' academic performance, facilitating clinical teaching sessions, and providing guidance as a clinical supervisor. I am committed to instilling in students the knowledge, skills, and confidence they need to thrive in their future careers as competent healthcare practitioners.




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