PICC Insertion Training in Nursing School Curriculum

PICC Insertion Training in Nursing School Curriculum

Abstract

Peripherally Inserted Central Catheters (PICC) is a line inserted to the central blood supply system of a patient and is used to administer IV medications for patients who need long term therapy. PICC replaced the traditional IVs that were uncomfortable and led to infections of the veins. PICC is more efficient than conventional renal catheters and IV injections. Despite the advantages of PICC lines, many nurses do not know how to insert it into the central bloodstreams of patients. The insertion needs specialized training in the technology and the use of assisting tools like sonar and radiographic equipment. Many hospitals depend on a PICC insertion team that operates under the supervision of a physician in the radiology department. The increase in the number of patients who need PICC insertion calls for an introduction of its training in the nursing school curriculum. This paper is a research study that was conducted to assess the extent of PICC insertion training in hospitals and the importance of its introduction in the nursing school curriculum.

The study revealed that PICC insertion is a simple technique, but nurses need specialized training to perform the procedure. Nurses can make the insertion at the bedside of a patient, and the PICC can stay in a patient’s body for up to six months with little complications like blood clots and intravenous infections. Failure of the inclusion of the technology in the training curriculum of nursing schools makes it hard for many nurses to perform the insertion, and there is a need for schools to implement it in the curriculum. The study began by analyzing the need for nurses to help in the PICC insertions in hospitals. It proves that many patients were recommended to have the lines inserted for treatment, and the radiologists in the hospitals were the only ones with the insertion skills. The next step was to conduct a study on the number of nurses who knew how to perform the insertion, and the results showed that only a few specialists could make the insertions. A survey in schools found that most of the graduating students did not know how to perform the procedure, and the specialists learned the technology after taking a tertiary course.

The research methodology used a qualitative and quantitative design to obtain results for the study. The qualitative research involved a literature analysis on researchers who studied PICC placement and its implication to healthcare when introduced in nursing curriculums. Most of the researchers concluded that there was a need for the introduction of PICC insertion training in schools. The study population for the research consisted of several nurses in healthcare facilities, students from training institutions, and three nursing schools in the United States.  It was revealed that most institutions did not include PICC insertion training in their curriculum, and there was a need for nurses to learn the technology to help reduce the workload of the intravenous radiology department. The results of the research showed the benefits of the technology in hospitals and how it would be implemented in curriculums for nurses to know how to perform the insertion.

Keywords: PICC insertion, Nursing curriculum, infusion therapy, infusion nursing

Summary of the study

The study begins by introducing PICC and the insertion produce. It explains medical prescriptions like parental nutrition, hyperosmolar solutions, prolonged antibiotic treatment, and vasoactive medications. These conditions need prolonged IV therapy and the delivery of large doses of medicines (Oliver & Jones, 2016). It proceeds to explain the professionals involved in the insertion procedure and the importance of training nurses to understand the process. Quantitative research on the topic showed that many nurses today lack PICC placement training, yet the number of patients who need PICC lines is increasing. The intravenous radiology department cannot serve all the patients without the help of nurses. An article written by Bedford and Waterhouse (2017) states those most training institutions did not include the training in their curriculums. Specialists who knew how to perform the insertion had to take mastering courses to certify them to make the insertion. Walker and Todd (2015) claim that when PICC placement technology began, few patients needed its infusion. Many training institutions ignored its training in school curriculums because it served a few patients, and a few specialists could handle its insertion. With the increased number of patients needing PICC placements, the nursing curriculum must consider including it in schools.

The literature review of the study concentrated on researchers who advocated for the inclusion of the skill in nursing curriculums. Fliedner et al. 2017 state in their article that many nurses were trained to make the peripheral cannula insertion that involved a surgical procedure to get the vein. This technique is painful, and the cannula is uncomfortable for the patient. Peripheral cannulas have a low lifespan and cannot provide the desired medical care for patients who receive high doses of medications. They also expose people to venous infections and blood clots (Oliver & Jones, 2016). Nurses must change the cannulas regularly, while PICC lines can stay in place or up to six months. Schools train nurses to insert peripheral cannulas, yet hospital administrations want more training on PICC placement.

The research methodology employed a mixed research design to obtain qualitative and quantitative research design. Qualitative results from Youngman and Barnes (2016) showed a comparison of the benefits of PICC insertion training in nursing curriculums and the effects of not training nurses with this vital skill. Currently, more patients continue to wait in line and may take up to three days to have the insertion. Schools must make changes in the curriculum to increase the supply of staff that can make PICC insertions and help many patients administered with the PICC lines. Oliver and Jones (2016) have resulted in their article, proving that students and nurses are willing to train and know how to make the PICC insertions and increase the quality of healthcare provided to patients. This technology will help to save the lives of many people who need assistance in intravenous care.

Implementation plan for PICC insertion training

The results from the study showed that there is a need for nurses to have PICC insertion training in hospitals because the number of patients who need insertion is very high. As a result, nursing students and those practicing in different hospitals should go back to training schools to acquire the skills (Park & Kim, 2015). Practicing nurses should enroll for adult education programs and take a refresher course to equip them with skills in PICC insertion. Training institutions should introduce the course in their curriculum to train the nursing students and provide them with relevant qualifications in PICC insertion. Park and Kim (2015) say that hospitals should also equip their facilities with machinery and guiding tools needed in PICC placement. It will help to increase the efficiency and competency of the nurses, thus reduces the workload in the radiology department. The curriculum should also provide training and assessment sessions for students to make sure they can competently make the PICC insertion to the patients before certifying them to attend to patients.

Projected outcomes

The study expects learning institutions to embrace the changes in the curriculum and introduce classes for students to learn the technology. Hospitals need to identify some nurses to take courses on PIC training through adult education programs and earn to make the insertions (Park & Kim, 2015). Hospitals will equip their facilities with all the radiography equipment that nurses need to make the PICC placements and reduce the wait time taken by patients before getting attendance. There will be maximum utilization of resources in hospitals and high competency levels among nurses. Many patients who need prolonged intravenous medical care will show improved quality of life because of the timely insertion of the PICC lines. The study expects nurses to have enough skills and qualifications to manage PICC lines in patients and reduce the side effects and complications associated with prolonged use of the line (Park & Kim, 2015).  The quality educations in nursing schools and healthcare delivery in hospitals should increase after the introduction of the PICC insertion training in school curriculums.

References

Bedford, E., & Waterhouse, D. (2017). Service development of a nurse-led community-based PICC insertion service. British Journal of Nursing, 26(2), S22-S27.

Walker, G., & Todd, A. (2013). Nurse-led PICC insertion: is it cost effective?. British Journal of

            Nursing, 22(Sup19), S9-S15.

Fliedner, M., Lo Priore, E., Heverhagen, J., Novak, U., &Marschall, J. (2017). The role of a surveillance program for introducing peripherally inserted central catheters: a 2-year observational study in an academic hospital. Swiss medical weekly, 147(w14441), w14441.

Youngmann, T. E., & Barnes, R. E. (2016). Nursing-Constructed Central Venous Catheter           Program: A Six-Step Guide to Implementation. Journal of Radiology Nursing, 35(1), 19-    23.

Oliver, G., & Jones, M. (2016). ECG-based PICC tip verification system: an evaluation five         years on. British Journal of Nursing, 25(19), S4-S10.

Park, J. Y., & Kim, H. L. (2015). A comprehensive review of clinical nurse specialist-led

peripherally inserted central catheter placement in Korea: 4101 cases in a tertiary    hospital. Journal of Infusion Nursing, 38(2), 122-128