To write graduate nurse selection criteria, use the STAR method (Situation, Task, Action, Result). Emphasise your clinical placements, theoretical knowledge, teamwork, and patient care skills. Provide specific examples from your nursing studies or clinical experiences where you demonstrated your competencies, commitment to patient care, and ability to work effectively in a healthcare team.
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Demonstrated clinical knowledge and experience in the delivery of evidence-based nursing care within clinical setting.
During one clinical placement, my patient had a surgical drain with low output, indicating removal (7.3 NMBA). I reviewed the site-specific drain management and ANTT hospital policy to check my knowledge of the procedure, considering the best available evidence as selected by my site (1.1, 1.4, 6.5 NMBA). This simple procedure was completed in less than 20 minutes without touching key parts; therefore, I selected the standard aseptic technique. To minimise distress to the patient, I ensured their pain was managed and tolerable before the procedure, provided an overview, and obtained verbal consent. Before setting up my sterile field, I minimised movement of air currents with curtains and linen changes, wiped down the dressing trolley, and performed an alcohol hand rub according to the five moments.
Under the supervision of my clinical preceptor (6.2 NMBA), I independently identified the key sites, touching them only with sterile objects such as stitch cutters and tweezers. I used non-sterile gloves, understanding they were to protect me from body fluid exposure and provided no extra level of asepsis. When removing sutures, I knew the evidence supported cleaning with normal saline and cutting close to the skin to reduce the pathogen load drawn through the epidermis. After I removed the sutures, I prepared the patient by practising deep breaths together and withdrawing the drain tubing on the third exhale.
I cleaned the wound and covered the site with an absorbent adhesive dressing. After, my preceptor commended my aseptic technique and patient-centred communication, which kept the patient at ease. I updated the care plan, fluid balance chart, and handover (1.6 NMBA). I continued to monitor the surgical site throughout the shift for new pain, swelling, and firmness, none of which resulted (7.1 NMBA).
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Demonstrated effective communication and conflict resolution skills within clinical setting
During one clinical placement, my patient exhibited increased paranoia and aggression. This patient had a septic arthritic joint and was scheduled for theatre. The patient was packing their things to leave, despite my explanation of the treatment required. The patient yelled that I was "lying" and "illegally detaining" him. A code black was called by the shift coordinator when I called down the hall, "Help, absconding!".
I separated myself to diffuse tension and listened to his concerns from the doorway. He was afraid of surgery and didn’t understand the need. I acknowledged his fears and suggested he sit down. I indicated an option to contact the most senior doctor available, to which he agreed. The registrar responsible was very close by. In an ISOBAR format, I communicated the cognition change, stated my patient’s wishes to DAMA (2.3, 2.5 NMBA), and requested a formal assessment of his capacity (NMBA 6.2). The patient felt acknowledged when the doctor attended and calmed down further. While the doctor assessed capacity, I noticed security approaching in the hall. The patient was now calm and cooperative. To abide by the principle of proportionality (6.5 NMBA), I made eye contact with security and non-verbally gestured to 'slow down'. The security team understood and waited outside the patient’s line of sight.
My non-verbal communication to security maintained proportional force and patient dignity and avoided conflict escalation. My implementation of LASSIE calmed the patient and established respectful communication. My ISOBAR handover and medical review request alerted the team to the cognition change. The patient was assessed to be lacking capacity, was denied DAMA under the doctrine of necessity, and his surgery was re-prioritised higher. The patient’s surgery was successful, and he returned to his average cognitive capacity two days after the washout and continued antibiotics.
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Please give details about clinical placements you have completed during your studies.
Through my clinical placements, I have had the opportunity to gain hands-on experience and develop skills essential for the role of a Registered Nurse.
I worked in acute surgical nursing care during my Stage 4 Clinical Placement. Over four weeks, I developed clinical skills within the Student RN scope, many transferable to a Registered Nursing role. One skill that I refined during this placement was verbal communication. As I transitioned patients, I learned to effectively convey critical information, ensuring continuity of care and patient safety. I also refined my ability to monitor and report on patient care. During this placement, I encountered a patient who had undergone a nipple-sparing DIEP skin flap procedure. Post-operatively, the goal was to monitor arterial perfusion and venous drainage of the skin flap through various observations, including skin colour, warmth, turgor, capillary refill, and pulses. As part of the nursing care plan, I conducted routine observations and noted concerning changes in the skin flap's colour, warmth, and perfusion status. I documented my findings and escalated my concerns to a clinical nurse. We assessed the situation and determined that the skin flap may fail in arterial circulation. As a result, the surgical team increased the frequency of flap observations, and the patient underwent revision surgery the following morning.
My experience during the Stage 3 Clinical Placement Medical Assessment Unit exposed me to acute medical nursing. Here, I encountered challenging patient behaviours and had the opportunity to develop my de-escalation and conflict-resolution skills. My clinical facilitator recognised me for my compassionate approach, thoughtful demeanour, excellent communication skills, and ability to demonstrate that I can provide high-quality patient care. I also refined my ability to ask for help when I need it. During an assessment of the Aseptic Non-Touch Technique (ANTT), I encountered a dressing procedure for a diabetic foot ulcer during my clinical placement. This task involved irrigation with chlorohexidine, packing with a gauze wick, and applying primary and secondary dressings, procedures I had yet to perform previously. I immediately informed my Clinical Nurse Facilitator (CNF) about my lack of experience and consulted hospital procedures to ensure adherence to sterile technique. Throughout the procedure, I maintained clear communication with the patient, explaining the rationale behind each step of the dressing. As a result, my CNF and the patient expressed satisfaction with the level of care provided.
During my Stage 2 Clinical Placement in Aged Care Rehabilitation, I was first introduced to the hospital environment. During this three-week placement, I acquired fundamental skills such as conducting vital signs assessments, performing primary wound care, assisting with hygiene tasks, and supporting patient feeding. This placement provided a solid foundation in the duty of care, patient communication, and privacy practices. For example, I educated a patient about proper inhaler use during this placement. Observing that a patient had not rinsed their mouth after using a tiotropium inhaler, I used the opportunity to provide patient education on the importance of this practice. Through open-ended questioning and providing relevant resources, such as the Asthma Australia website, I allowed the patient to make informed decisions regarding their medication management.
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Please provide any additional information you feel supports your application.
I have additional experience both in and out of a healthcare context. I have developed skills and abilities that apply to the graduate program and demonstrate my ability to be a viable candidate for the role. As an assistant in nursing, I manage responsibilities that are crucial to patient care. These include conducting vital sign, neurovascular, and blood glucose level observations under nursing guidance, performing pre and postoperative washes, assisting with general patient linen changes, and mobilising patients as directed by nursing staff. I also provide essential toileting and feeding assistance and am trained to escalate care in emergencies.
Before my studies and employment in health care, I worked at Smith Services as an Instructor, where I developed skills in instructional design and delivery. As an accredited instructor, I demonstrated adaptability in my teaching approach to accommodate diverse learning styles, including those of students with English as a second language and learning difficulties such as dyslexia. As a Worksite Supervisor, I assumed responsibility for the safety and well-being of a team of technicians in challenging environments. I developed a keen understanding of risk assessment and mitigation strategies while prioritising the safety of all team members. These experiences have developed my integrity, adaptability, and resilience, qualities I am eager to apply in clinical healthcare.
I firmly align with your mission, vision, and values. I believe in the power of empathy, kindness, and compassion and I embody these values by helping when needed, advocating for patient well-being, and ensuring the safety of others. I always uphold the principles of inclusivity, respect, and integrity in all aspects of my work. I embrace the diversity of beliefs, cultures, and perspectives within our community, fostering an environment where everyone feels valued and respected.
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