Care and troubleshooting of peripherally inserted central catheters (PICCs) are essential practices of all bedside nurses. PICC usage has increased over the past 5 years. Unfortunately, PICC education has not been encouraged for nurses despite this escalation. The authors examined the differences in staff knowledge, confidence, and psychomotor skills, with PICC care and troubleshooting before and after a focused PICC educational intervention. It was hypothesized that education would increase all of these components. A pretest, a posttest, a Likert scale, and a skill checklist were the tools used to assess the study participants. Study results revealed a significant increase in the nurse's PICC knowledge, confidence, and psychomotor skills. PICC educational programs are vital for nurses who care for and troubleshoot PICCs.

New nurses are traditionally oriented into their professional role by a registered nurse preceptor. This article describes the process of renovating and centralizing RN preceptor programs within the Department of Nursing in a multispecialty medical center in the Midwest. Outcomes of centralizing the preceptor program included involvement of nursing leaders, identification of methods of RN preceptor recognition, implementation of methods of improving institution-wide RN preceptor professional development, identification of opportunities for specialized RN preceptor classes and forums, creation of a tool to measure workload productivity, and finally, the formulation of a database to track performance and completion of orientation programs.