Practice with purpose: a mixed methods study on how competency-based skills fairs improve clinical confidence and readiness in senior nursing students

Document Type

Article

Publication Date

2026

Abstract

BackgroundEnhancing students’ perceived clinical confidence is an important component of addressing the education-practice gap for entry-level nurses and ensuring high-quality healthcare. The COVID-19 pandemic necessitated innovative nursing education strategies at a Historically Black College and University (HBCU). A one-day skills fair was implemented to reinforce foundational knowledge and support competency-based education among senior Bachelor of Science in Nursing (BSN) students.MethodsThis pilot study employed a concurrent triangulation mixed-methods design to evaluate the feasibility and impact of a skills fair on students’ self-reported confidence and perceived readiness for clinical practice prior to their capstone experience.ResultsA paired samples t-test revealed a statistically significant increase in perceived confidence from pre-intervention (M = 3.29, SD = 0.45) to post-intervention (M = 4.38, SD = 0.73), t (21) = −8.02, p < .001. Qualitative reflections emphasized active learning, hands-on engagement, and case-based reinforcement, while also identifying time constraints as a challenge.ConclusionsThe findings support the use of skills fairs as a feasible and effective competency-based educational strategy for enhancing students’ perceived confidence and preparedness prior to precepted clinical experiences. © 2026 Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights are reserved, including those for text and data mining, AI training, and similar technologies.

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