Learning Objective #1: Evaluate two groups of teaching strategies for advanced nursing skill competency

Learning Objective #2: Compare and contrast the feasibility of teaching advanced nursing skills in an independent education setting to be incorporated into patient care outcomes

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The process of teaching professional registered nurses the art and science of placing peripherally inserted central catheters (PICC) is a challenge. As healthcare agencies embrace the practice of nurse placement of advanced vascular access devices, the problem arises as to who has the competency to teach within the organization and how can this education be disseminated to provide adequate staff for the patient needs. At an introductory level, whether it is a hospital, home care, or alternate care setting, who and how usually is provided outside the organization. Many pharmaceutical manufacturers of the product (PICC) provide or sanction a one or two-day education session of the placement skill and maintenance of the PICC. This session usually involves a simulated laboratory component with practice on an artificial arm. The participants do not have the opportunity to perform in a reality practicum.

The purpose of this research study was to investigate the difference in learning with a supervised clinical practicum. A supervised clinical practicum was arranged to enhance the PICC education process in a healthcare based setting. Didactic and laboratory sessions were provided and a supervised clinical practicum was scheduled to facilitate the natural learning progression of PICC placement. Two education groups were followed and compared to ascertain the outcomes of the teaching strategy. The same instructor and educational tools were used for both groups. A t-test analysis revealed a significant difference in the two groups. A semi-structured interview analysis also identified emergent themes associated with the teaching and learning process.

Based on the results of this study it was concluded that a supervised clinical practicum facilitated the attainment of education knowledge, skills and attitudes with an advanced nursing skill. This evidenced-based study will serve as a powerful support for teaching advanced skills as new technology introduces change to our practice.