Development and Validation of a Training Curriculum for Peripherally Inserted Central Catheter (PICC) Use Among Sudanese Health Professionals

TL;DR

This paper introduces Sudan's first training program for PICC use, aiming to improve patient safety and reduce reliance on foreign healthcare.

Contribution

The novel contribution is the development and validation of a context-specific PICC training curriculum for Sudanese health professionals.

Findings

Health professionals showed poor knowledge and skills related to PICCs, with fear of insertion linked to knowledge deficits.

Blended learning with simulation and supervised practice was preferred and recommended for the curriculum.

The final curriculum includes three days of training and a six-month logbook for supervised insertions.

Abstract

Background: In Sudan, vascular access options are limited to short peripheral cannulas and untunneled central lines. Patients requiring peripherally inserted central catheters (PICCs) must often travel abroad, leading to unsafe practices and higher complication risks. Introducing PICCs requires a structured training program for local health professionals.

Objective: To design and validate a PICC training curriculum tailored for Sudanese healthcare providers.

Methodology: A cross-sectional study was conducted to develop a training curriculum. Curriculum design followed Kern’s six-step model, supplemented by Caffarella’s adult learning framework, and was benchmarked against international case studies. Problem identification and general needs assessment were undertaken through semi-structured interviews, while a targeted needs assessment was conducted using questionnaires to evaluate knowledge, skills, and training requirements among health professionals. Validation was carried out through expert review, using structured questionnaires and one-to-one interviews.

Results: Fifty-one health professionals participated in the needs assessment. Knowledge and skills were generally poor, with significant associations between knowledge deficits and fear of insertion (P = 0.007). Fear levels were higher among females (P < 0.05), varied by occupation (P = 0.002), and were influenced by years of experience (P < 0.05). Participants strongly preferred blended learning, with simulation and supervised practice rated highest. Seven field experts validated the curriculum and recommended shortening the timetable, enhancing infection prevention modules, and extending supervised practice requirements. The final curriculum comprised three days of lectures and clinical stations, followed by a six-month logbook for supervised insertions.

Conclusions: This study developed and validated Sudan’s first PICC training curriculum. The program combines theoretical instruction, simulation, and supervised practice, with contextual adaptations for feasibility. Implementation could improve patient safety, reduce complications, and strengthen national capacity in vascular access care.

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