CAMHS Nursing Interview Questions & Answers

← All NHS Nursing and Midwifery interview questions

Last updated 24 October 2026 · Created by a practising NHS doctor · Independent of the NHS

Quick answer

What questions are asked in an NHS CAMHS Nursing interview?

NHS CAMHS Nursing interviews usually mix values-based questions with scenarios specific to the role. Typical themes include motivation for CAMHS, risk assessment, safety planning, safeguarding, child exploitation and gillick competence and the MCA. Every interview panel writes its own questions, so practise the themes rather than memorising answers. The 8 free questions on this page cover a spread of them.

 

At a glance

• Role: CAMHS Nursing (NHS Nursing and Midwifery)

• Questions: 40 original practice questions, each with a full model answer

• Free to read: the first 8 questions and answers on this page

• Full bank: £4.99, 12 months of access, no subscription

• Independent: not affiliated with or endorsed by the NHS

 

Read 8 questions in full, free, and see exactly what you get before you pay. Unlock the other 32 for £4.99. One payment, 12 months of access, no subscription. Secure checkout through Stripe.

These are original practice questions written to reflect how NHS interviews are run. They are not leaked or official questions, and Healthcare Interview Prep is independent of the NHS.

 

 

Free NHS interview questions and model answers

 

 

Question 1: Why do you want to work in CAMHS nursing, and why have you applied to this team?

Motivation question  ·  Motivation

 

What the interview panel is assessing

The panel wants a genuine, specific reason for choosing child and adolescent mental health and evidence that you understand what this service does. They are also checking that your expectations are realistic about risk, families and waiting lists, so you will settle and stay.

 

Model answer

I think it really started on my second year placement in a community CAMHS team. I sat in on an assessment with a fourteen year old girl who had stopped going to school. For the first twenty minutes she said almost nothing, and her mum did all the talking. The nurse I was shadowing didn't push. She asked the girl if she wanted to draw while they talked, and slowly the girl started correcting her mum's version of events. By the end she was telling us about the friendship breakdown that nobody at home knew about. I remember thinking that the skill wasn't in asking the right questions, it was in making it safe enough for her to answer.

Since then I've been drawn to working with young people because so much is still possible. You are often meeting someone at the very start of their difficulties, and the work you do with them and their family can change the shape of the next few years. I also like that the work is never just about the young person. It involves parents, schools, social care and sometimes youth justice, and I enjoy that joined up way of working.

As for this team, I read your service information and spoke to one of your nurses when I visited. I know you work within a THRIVE style model, with a single point of access, and that you've recently developed a crisis and home treatment offer to reduce inpatient admissions. That interests me because I want to learn how to manage risk safely in the community, with the family as part of the plan.

I'm realistic about it. I know CAMHS is under real pressure, with long waits and higher acuity than a few years ago, and that some days will be emotionally heavy. But I've seen how much difference a consistent, calm nurse can make, and I'd value the supervision and team support you offer while I build my confidence and skills.

 

Why this answer works

This answer works because it opens with one believable moment, links it to the kind of nurse the candidate wants to be, and shows real research into the service model. It also acknowledges pressures honestly without sounding negative. Replace the placement story and service details with your own experience and what you learned from your visit or conversation with the team.

 

Key points to include

• A specific personal reason, not a general wish to help
• What you enjoy about working with young people and families
• Evidence that you have researched this service
• Realistic understanding of current CAMHS pressures
• How supervision and support fit your development

 

Common mistakes to avoid

• Saying you have always wanted to help children with nothing behind it
• An answer that could fit any mental health service
• Overstating your own experience of mental health to justify the choice
• Ignoring families, schools and other agencies

 

NHS values and standards

Compassion; Commitment to quality of care; Improving lives. NMC Code: Prioritise people.

 

Further reading

• NHS Constitution for England
• The NMC Code
• Future in Mind (Department of Health, 2015)
• THRIVE Framework for system change

 

 

Question 2: A 15-year-old attends a community appointment and tells you she has been self-harming. How would you assess and respond to the risk?

Scenario question  ·  Risk assessment

 

What the interview panel is assessing

The panel is assessing whether you can respond calmly and without judgement, carry out a collaborative psychosocial assessment rather than a tick box score, involve parents and safeguarding appropriately, and escalate to the right person. They want principle level understanding consistent with current NICE guidance.

 

Model answer

The first thing I'd want her to feel is that telling me was the right thing to do. I'd thank her for being honest, keep my tone calm and avoid any shock or judgement, because how we respond in that moment shapes whether she tells anyone again.

I'd then check whether there is any immediate physical need, such as an injury that needs medical attention, and arrange that first if so. After that I'd carry out a psychosocial assessment, at her pace. NICE guidance is clear that we shouldn't rely on risk scales or tools to predict what someone will do, so I'd focus on understanding her story: what is going on in her life, what the self-harm does for her, whether she has thoughts of ending her life, how often things feel unbearable, what has changed recently, and what keeps her safe. I'd ask directly and plainly about suicidal thoughts, because asking does not put the idea in someone's head. I'd also ask about protective factors, such as people she trusts, school, hobbies and her plans for the future.

I'd be honest with her about confidentiality from the start. I'd explain that most of what she says stays within the team, but if I'm worried about her safety I may need to share information, and I'd tell her before I did. I'd explore how her parents could be involved, because they are usually central to keeping her safe at home, and I'd consider any safeguarding concerns, such as whether the self-harm is linked to abuse or exploitation.

Together we'd build a safety plan in her own words, covering warning signs, things she can do to cope, people she can contact, how to reach help out of hours, and practical steps at home to make the environment safer. I'd discuss my assessment with the duty clinician or my supervisor the same day, agree the follow up, and document clearly. If I felt the risk was immediate, I'd escalate straight away through the crisis pathway and not leave her alone.

 

Why this answer works

This answer works because it moves from immediate safety to a genuine psychosocial assessment, reflects the NICE position that risk tools should not be used to predict outcomes, and handles confidentiality, parents and safeguarding honestly. It finishes with collaborative safety planning and clear escalation. Use your own example of a similar conversation from placement or practice to make it real.

 

Key points to include

• Respond calmly and without judgement
• Check for immediate physical needs first
• Psychosocial assessment, not reliance on risk scores
• Ask directly about suicidal thoughts
• Honest confidentiality and involvement of parents
• Collaborative safety plan and same day escalation

 

Common mistakes to avoid

• Promising to keep everything secret
• Relying on a risk score to decide the plan
• Avoiding the direct question about suicidal thoughts
• Forgetting to discuss with a senior or document the plan

 

NHS values and standards

Compassion; Respect and dignity; Working together for patients. NMC Code: Preserve safety.

 

Further reading

• Self-harm: assessment, management and preventing recurrence (NICE NG225)
• The NMC Code
• Working Together to Safeguard Children (2023)

 

 

Question 3: During a session, a 13-year-old tells you something that makes you think they are being harmed at home, then asks you not to tell anyone. What would you do?

Scenario question  ·  Safeguarding

 

What the interview panel is assessing

The panel is checking that you understand you cannot promise secrecy, that you respond to a disclosure in a way that protects the child and any future investigation, and that you follow local safeguarding procedures promptly, including involving the safeguarding lead and children's social care.

 

Model answer

I'd stay calm and listen, because the most important thing in that moment is that the young person feels believed. I'd let them tell me in their own words and avoid asking leading questions or pushing for detail, as that isn't my role and could affect any later investigation. I'd acknowledge how hard it must have been to tell me.

I would not promise to keep it secret. I'd explain gently and honestly that because I'm worried about their safety, I have to share this with people whose job is to help keep children safe. I'd tell them what will happen next as far as I can, who I'll speak to, and that I'll keep them informed. I'd also ask what they are worried about if I share it, because their fears are important. Sometimes it's a fear of what a parent will do, and that needs to shape the plan, for example not raising it with the parent first if that could increase the risk.

Straight after the session I'd write down exactly what was said, using their words, with the date, time and who was present. I'd then speak to my named safeguarding lead or the duty safeguarding advisor, and make a referral to children's social care in line with local safeguarding partnership procedures. If I believed the child was at immediate risk of significant harm, I'd contact the police or emergency duty team without delay rather than waiting. I'd also make sure the child's immediate safety was considered before they left, for example whether it was safe for them to go home that day.

Afterwards I'd follow up the referral to make sure it had been received and acted on, update the care plan, and bring it to supervision. These conversations can be upsetting, and talking it through helps me reflect on what went well and whether I could have done anything differently. Throughout, I'd keep the young person at the centre and keep them informed.

 

Why this answer works

This answer works because it shows good disclosure practice, honesty about confidentiality, clear documentation, escalation to the safeguarding lead and social care, and attention to immediate safety. It also recognises the child's fears and the need for follow up. Swap in your own safeguarding example from placement or practice, keeping all details anonymous.

 

Key points to include

• Listen, believe and do not ask leading questions
• Never promise secrecy, explain why and what happens next
• Record the child's exact words promptly
• Involve the safeguarding lead and children's social care
• Act immediately if the child is at risk of significant harm
• Follow up the referral and use supervision

 

Common mistakes to avoid

• Promising to keep the secret to keep the young person talking
• Investigating or questioning in detail yourself
• Contacting the parent first when that could increase risk
• Delaying the referral until the next team meeting

 

NHS values and standards

Respect and dignity; Compassion; Working together for patients. NMC Code: Preserve safety; Act in the best interests of people.

 

Further reading

• Working Together to Safeguard Children (2023)
• Information sharing: advice for practitioners providing safeguarding services (Department for Education)
• Safeguarding Children and Young People: Roles and Competencies for Healthcare Staff (intercollegiate document)
• The NMC Code

 

 

Question 4: How would you show the NHS values in your everyday work with young people and their families?

Values question  ·  NHS values

 

What the interview panel is assessing

The panel wants to see that you know the NHS values and can translate them into specific, everyday behaviour in CAMHS, rather than reciting a list. They are looking for respect for young people's voices, honesty with families and a commitment to quality and improvement.

 

Model answer

For me the NHS values only mean something if you can see them in what I actually do, so I'll give a few examples from my practice.

Respect and dignity in CAMHS starts with taking the young person seriously as the expert on their own life. On placement I worked with a sixteen year old boy who had been described in his referral as 'oppositional'. When I asked him what he wanted from us, he said he just wanted people to stop talking about him as if he wasn't in the room. So in every review after that, we spoke to him first and checked what he was happy for his parents to hear. That small change made a real difference to his engagement.

Compassion includes families too. Parents often arrive frightened, exhausted and sometimes defensive because they've waited a long time. I try to acknowledge that before I start asking questions, and I make sure they know who to contact if things get worse. Working together for patients means being a good link with schools, social care and GPs, so the young person doesn't have to tell their story again and again.

Commitment to quality of care is about doing the basics well: accurate records, safety plans that are actually used, and following up when someone misses an appointment rather than discharging them. Improving lives is the reason we're there. I like to look for small achievements, such as a young person going back to school for one lesson, and to celebrate those with them. And everyone counts means noticing who our service isn't reaching, for example young people whose families don't speak English, and making the effort to use interpreters and adapt how we work.

I also try to live the values with colleagues, by being reliable, supporting new staff and speaking up when something isn't right.

 

Why this answer works

This answer works because it names the values but anchors each one in a concrete CAMHS behaviour, including a short placement example. It covers young people, families, partner agencies and colleagues. Replace the example with one of your own, and choose the two or three values you can evidence most strongly rather than trying to cover all six.

 

Key points to include

• Know the six NHS values
• Link each value to a specific behaviour
• Include the young person's voice
• Show compassion for families as well as patients
• Mention colleagues and partner agencies

 

Common mistakes to avoid

• Reciting the values with no examples
• Talking only about the young person and ignoring families
• Generic answers that could fit any setting
• Overlong answers that list every value at length

 

NHS values and standards

Respect and dignity; Compassion; Working together for patients; Commitment to quality of care; Improving lives; Everyone counts. NMC Code: Prioritise people.

 

Further reading

• NHS Constitution for England
• The NMC Code
• You're Welcome: quality criteria for young people friendly health services (Department of Health)

Found these useful? The other 32 questions cover the rest of the role, each with a full model answer. Unlock all 40 for £4.99.

 

 

Question 5: Can you tell us about a time you worked with other professionals or agencies to support a young person?

Competency question  ·  Teamwork

 

What the interview panel is assessing

The panel is assessing your ability to work across agencies, communicate clearly, share information appropriately and keep the young person at the centre. They want a STAR structured example that shows your own contribution, not only what the team did.

 

Model answer

On my community placement I was involved in the care of a fourteen year old boy with low mood and anxiety who had stopped attending school for nearly six weeks. Several agencies were involved: our team, the school's special educational needs coordinator, an early help worker and his GP. The problem was that each of them had a different picture, and his mum told me she felt she was repeating herself to everyone.

My task, with my practice supervisor, was to coordinate the plan and make sure everyone was working towards the same goals. With the boy's and his mum's consent, I suggested a joint meeting. Before it, I sat down with him and asked what he wanted people to know and what he didn't want shared. He said he was happy for school to know he was anxious but not about some family issues he'd told us about, so I respected that.

At the meeting I made sure his views were read out first, in his words. We agreed a graded return to school starting with one lesson a day in a quiet base, a named member of staff to meet him at the gate, and anxiety strategies that we would practise in sessions and school would reinforce. The early help worker agreed to support mum with routines at home, and I agreed to send a short written summary to everyone within two days so there was one shared plan. I also checked the information sharing was recorded properly in our notes.

Over the next month he built up to half days. At the review, his mum said it was the first time she felt everyone was on the same page. What I learned was the value of a single clear plan, of preparing the young person beforehand, and of being specific about who does what by when. I now use that approach whenever several services are involved.

 

Why this answer works

This answer works because it follows the STAR structure, shows the candidate's own actions, respects the young person's wishes about information sharing and ends with a measurable result and learning. It demonstrates multi-agency working in a realistic CAMHS context. Replace it with your own example from placement or practice, keeping identifying details out.

 

Key points to include

• Use the STAR structure
• Make your own role clear
• Gain consent and respect what the young person wants shared
• Agree one shared plan with named actions
• Describe the outcome and what you learned

 

Common mistakes to avoid

• Saying 'we' throughout so your role is invisible
• Sharing information without considering consent
• No clear outcome or learning
• Choosing an example with no real challenge

 

NHS values and standards

Working together for patients; Respect and dignity; Commitment to quality of care. NMC Code: Practise effectively.

 

Further reading

• Working Together to Safeguard Children (2023)
• The NMC Code
• Transforming Children and Young People's Mental Health Provision: a Green Paper (2017)

 

 

Question 6: A young person on the inpatient unit is becoming increasingly distressed and agitated in the communal area. How would you respond?

Clinical question  ·  De-escalation

 

What the interview panel is assessing

The panel is assessing your understanding of de-escalation, restrictive practice reduction, the safety of other young people and staff, and your knowledge of current expectations around the use of force. They want to hear that restraint is a last resort and that you know the young person well enough to use their care plan.

 

Model answer

My first thought would be to understand what is happening for that young person and to use what we already know about them. Most young people on the unit have a positive behaviour support or safety plan that tells us their early warning signs, what helps and what makes things worse, so I'd draw on that straight away.

I'd approach calmly, ideally a member of staff they have a good relationship with, and I'd keep my body language open and my voice low and slow. I'd give them space rather than crowding them, and I'd ask what's happened and what they need. Often there is a trigger, such as difficult news from home, a phone call or conflict with a peer. I'd offer choices, such as going somewhere quieter, using a sensory item, having a drink or talking it through, because giving back a sense of control often reduces distress.

At the same time I'd think about everyone else. I'd ask a colleague to support the other young people to move away, partly for their safety and partly because an audience can escalate things. I'd make sure there were enough staff nearby without it looking like a show of force, and I'd let the nurse in charge know.

If, despite this, the young person became a serious risk to themselves or others, any physical intervention would have to be a last resort, proportionate, for the shortest time possible and using techniques I'm trained in. I'm aware of the Mental Health Units (Use of Force) Act and that every use of force must be recorded and reviewed.

Afterwards, the debrief matters just as much. I'd check the young person's physical and emotional wellbeing, talk with them when they're ready about what happened and what might help next time, update their care plan, and complete an incident report. I'd also check on the other young people and staff, because witnessing an incident can be distressing for everyone.

 

Why this answer works

This answer works because it puts prevention and individual care plans first, uses recognised de-escalation skills, considers the wider ward and positions restraint as a proportionate last resort under current legislation. It ends with debrief and learning. Use an example from your own inpatient or placement experience to show how you've applied these skills.

 

Key points to include

• Use the young person's own care or behaviour support plan
• Calm, non-threatening communication and choices
• Manage the environment and other young people
• Physical intervention only as a proportionate last resort
• Record, debrief and update the plan

 

Common mistakes to avoid

• Jumping straight to restraint or medication
• Crowding the young person with many staff
• Forgetting the other young people on the ward
• Missing the debrief and learning afterwards

 

NHS values and standards

Respect and dignity; Compassion; Commitment to quality of care. NMC Code: Preserve safety; Prioritise people.

 

Further reading

• Violence and aggression: short-term management in mental health, health and community settings (NICE NG10)
• Mental Health Units (Use of Force) Act 2018
• Restraint Reduction Network Training Standards
• Safewards model

 

 

Question 7: What would you do if you saw a colleague speaking to a young person in a way you felt was disrespectful or belittling?

Values question  ·  Raising concerns

 

What the interview panel is assessing

The panel wants to know that you would act to protect the young person, that you understand your professional duty to raise concerns, and that you know the routes available, from speaking to the colleague to escalating through management or Freedom to Speak Up.

 

Model answer

I'd act on it, because young people in our care are vulnerable and how we speak to them matters enormously. Many of them already have experiences of adults belittling them, and the ward should be the place where that doesn't happen.

My first priority would be the young person in that moment. If it was happening in front of me, I'd step in in a calm and professional way, perhaps by offering to take over or by redirecting the conversation, so the young person was not left in that situation. I'd check on them afterwards and give them the chance to talk about how it felt.

Then I'd think about the seriousness. If it was a one off comment that sounded out of character, perhaps from someone tired at the end of a long shift, I'd speak to the colleague privately soon afterwards. I'd describe what I heard and how it might have come across to the young person, rather than attacking them. Often people genuinely don't realise, and an honest conversation is enough.

If it was more serious, such as humiliating language, threats or a pattern I'd noticed before, or if it didn't change after I'd raised it, I'd escalate to the nurse in charge or ward manager. I'd write down what I'd seen factually, with the date and time. If I felt it was abuse, I'd treat it as a safeguarding concern and follow the safeguarding procedure, which might involve the Local Authority Designated Officer process for allegations against staff. If I didn't feel able to raise it through my line manager, I know the trust has a Freedom to Speak Up Guardian.

The NMC Code is clear that I have a duty to raise concerns and act without delay if I believe a person is at risk. Staying quiet would let the young person down, and it would also undermine the culture of the unit.

 

Why this answer works

This answer works because it protects the young person first, takes a proportionate approach to the colleague, and shows clear knowledge of escalation routes, safeguarding and Freedom to Speak Up. It links the response to the NMC Code. Add a real example if you have one where you challenged practice appropriately.

 

Key points to include

• Protect and check on the young person first
• Proportionate response, starting with a private conversation
• Escalate if serious, repeated or unresolved
• Recognise when it becomes a safeguarding matter
• Know Freedom to Speak Up and the NMC duty

 

Common mistakes to avoid

• Saying you would ignore it because it's not your business
• Confronting the colleague aggressively in front of the young person
• Not knowing the escalation routes
• Forgetting to follow up with the young person

 

NHS values and standards

Respect and dignity; Compassion; Everyone counts. NMC Code: Preserve safety; Promote professionalism and trust.

 

Further reading

• The NMC Code
• Raising concerns: guidance for nurses, midwives and nursing associates (NMC)
• Freedom to Speak Up (National Guardian's Office)
• Working Together to Safeguard Children (2023)

 

 

Question 8: A 15-year-old asks to be seen without their parents and does not want them told about their treatment. How would you approach consent and confidentiality?

Clinical question  ·  Consent and capacity

 

What the interview panel is assessing

The panel is assessing your understanding of Gillick competence, the Mental Capacity Act for 16 and 17 year olds, confidentiality for young people and the limits of confidentiality where there is risk. They want a balanced approach that respects autonomy while encouraging appropriate family involvement.

 

Model answer

I'd start by respecting the request and taking it seriously. Young people have a right to confidentiality, and if we insist on parents being present, some simply won't come back.

For a fifteen year old, the question is whether they are Gillick competent for the specific decision. That means whether they have enough understanding and maturity to understand what is proposed, including the benefits, risks and alternatives, and to make a decision. It's decision specific, so a young person might be competent to agree to talking therapy but need more support for a more complex decision. I'd assess it, discuss it with the clinician leading their care, and document how I reached my view. For sixteen and seventeen year olds, the Mental Capacity Act applies and capacity is presumed unless shown otherwise.

I'd explain confidentiality clearly at the start. Most of what they tell me will stay within the team, but if there is a serious risk to them or someone else, or a safeguarding concern, I may need to share information, and wherever possible I'd talk to them first. Being honest from the beginning builds trust.

I'd also explore gently why they don't want their parents involved. Sometimes it's embarrassment or fear of upsetting them, and with support they may be happy for some information to be shared, or for a parent to join part of a session. Sometimes there is a safeguarding reason behind it, and that needs to be picked up. Parents are usually a key part of keeping a young person safe, so I'd encourage involvement without forcing it.

Finally, I'd record the young person's wishes, the competence assessment and any discussions clearly, and keep it under review, because their views and capacity can change.

 

Why this answer works

This answer works because it applies Gillick competence correctly, distinguishes it from the Mental Capacity Act for 16 and 17 year olds, explains the limits of confidentiality and balances autonomy with family involvement and safeguarding. Practise explaining these frameworks in plain language, and add an example from placement if you have one.

 

Key points to include

• Respect the request and the right to confidentiality
• Gillick competence is decision specific
• Mental Capacity Act applies from 16
• Explain limits of confidentiality early
• Explore reasons and encourage family involvement
• Document and review

 

Common mistakes to avoid

• Telling the parents anyway because the young person is under 16
• Confusing Gillick competence with the Fraser guidelines
• Promising complete confidentiality
• Not documenting the competence assessment

 

NHS values and standards

Respect and dignity; Everyone counts; Working together for patients. NMC Code: Prioritise people; Act in the best interests of people.

 

Further reading

• Mental Capacity Act 2005 Code of Practice
• Mental Health Act 1983: Code of Practice (chapter on children and young people)
• 0 to 18 years: guidance for all doctors (GMC)
• The NMC Code

 

 

Ready for the other 32?

You have seen how the model answers work. Unlock the full CAMHS Nursing bank to practise every theme the panel might ask about, with the mistakes to avoid spelled out for each one.

 

 

 

About this NHS interview question bank

To prepare for a CAMHS nursing interview in the NHS, practise talking through real situations out loud: a young person disclosing self-harm, collaborative risk assessment and safety planning, a safeguarding disclosure, Gillick competence and confidentiality, de-escalation on an inpatient unit, eating disorder physical health risk, school avoidance and education liaison, and working with worried or angry parents. Panels for Band 5 and Band 6 posts will also explore your motivation, the NHS values, the NMC Code, restrictive practice, supervision and how you raise concerns, so prepare honest examples that show calm, safe escalation and genuine engagement with young people.

This bank is for registered nurses applying for Band 5 and Band 6 posts in child and adolescent mental health services, in community teams, crisis and home treatment, or inpatient units, including newly qualified nurses and those moving into CAMHS from adult or children's nursing. Each of the 40 original practice questions includes a first-person model answer, what the panel is assessing, key points, common mistakes, the NHS values it links to and further reading. Themes include risk assessment and safety planning, safeguarding and exploitation, consent and capacity in young people, family work, de-escalation and restrictive practice, eating disorders, neurodiversity, education liaison, confidentiality, leadership on shift and professional development.

 

What this question bank covers

• Motivation for CAMHS
• Risk assessment
• Safety planning
• Safeguarding
• Child exploitation
• Gillick competence and the MCA
• Confidentiality and information sharing
• Family work
• De-escalation
• Restrictive practice
• Eating disorders
• Neurodiversity
• Education liaison
• Crisis and emergency department care
• Raising concerns
• Professional boundaries
• Leadership on shift
• Supervision and revalidation

 

 

CAMHS Nursing NHS interview: frequently asked questions

 

What questions are asked in an NHS CAMHS Nursing interview?

NHS CAMHS Nursing interviews usually mix values-based questions with scenarios specific to the role. Typical themes include motivation for CAMHS, risk assessment, safety planning, safeguarding, child exploitation and gillick competence and the MCA. Every interview panel writes its own questions, so practise the themes rather than memorising answers. The 8 free questions on this page cover a spread of them.

 

What band is an NHS CAMHS Nursing job?

The questions on this page are pitched mainly at Band 5 to Band 6 posts. The band for any job depends on the trust and the responsibilities of the post, so always check the advert and job description. Higher bands bring more questions on leadership, supervising others and improving the service.

 

How should I prepare for an NHS CAMHS Nursing interview?

Read the job description and person specification closely, then prepare five or six real examples you can tell using the STAR method (situation, task, action, result). Revise the NMC Code, recognising and escalating the deteriorating patient, safeguarding, the Mental Capacity Act and safe medicines practice. Research the trust's own values and the service you would join, and practise your answers out loud before the day.

 

Which NHS values and standards should I mention in a CAMHS Nursing interview?

Link your examples to the NHS values from the NHS Constitution, such as compassion, respect and dignity, and working together for patients. For this role, panels will also expect you to understand the NMC Code, recognising and escalating the deteriorating patient, safeguarding, the Mental Capacity Act and safe medicines practice. Show these through what you actually did rather than reciting lists.

 

Are these real NHS CAMHS Nursing interview questions?

No. They are original practice questions written to reflect how NHS CAMHS Nursing interviews are typically run. Healthcare Interview Prep is independent and not affiliated with the NHS, and nobody can promise which questions you will be asked. Use the model answers to learn structure and content, then build answers from your own experience.

 

What do I get if I unlock the full CAMHS Nursing question bank?

You get all 40 CAMHS Nursing practice questions. Each one has what the panel is assessing, a model answer, why the answer works, key points to include, common mistakes and the NHS values it links to. It is a one-off payment of £4.99 for 12 months' access, with no subscription.

Read the full NHS Nursing and Midwifery interview guide →