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Factors Impeding Timely Completion of Clinical Practical Registers: A Study of Nursing Students at a Namibian University
Abstract
Hendrina Topnaar, Rauna Ndalila Namukwambi and Taimi Amakali-Nauiseb*
Nursing education relies fundamentally on the integration of theoretical knowledge with practical application, requiring students to develop clinical competencies through structured experiences across diverse healthcare settings. As a performance- based profession, nursing demands that students demonstrate proficiency through documented evidence of their learning and skill acquisition [1]. Practical registers serve as essential tools in this process, functioning as comprehensive portfolios that document students' clinical experiences, competency development, and professional growth throughout their training.