PurposeThe 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/approachThe explanatory sequential mixed-methods design was employed for this study.FindingsThe findings indicated participants perceived the intervention as a strategy for developing critical thinking.Originality/valueThe study provides educators helpful information in planning their own teaching practice in educating students.
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