Promoting critical thinking through an evidence-based skills fair intervention

Abstract

Purpose The lack of critical thinking in new graduates has been a concern to the nursing profession. The purpose of this study was to investigate the effects of an innovative, evidence-based skills fair intervention on nursing students' achievements and perceptions of critical thinking skills development. Design/methodology/approach The explanatory sequential mixed-methods design was employed for this study. Findings The findings indicated participants perceived the intervention as a strategy for developing critical thinking. Originality/value The study provides educators helpful information in planning their own teaching practice in educating students.