Journal of Cardiovascular Nursing Vol. 22, No. 1, pp 16Y24 x Copyright B 2007 Wolters Kluwer Health | Lippincott Williams & Wilkins Simulator Technology as a Tool for Education in Cardiac Care Marilyn Hravnak, PhD, RN, ACNP-BC, FCCM, FAAN; Michael Beach, MSN, RN, ACNP-BC; Patricia Tuite, MSN, RN, CNS Assisting nurses in gaining the cognitive and psychomotor skills necessary to safely and effectively care for patients with cardiovascular disease can be challenging for educators. Ideally, nurses would have the opportunity to synthesize and practice these skills in a protected training environment before application in the dynamic clinical setting. Recently, a technology known as high fidelity human simulation was introduced, which permits learners to interact with a simulated patient. The dynamic physiologic parameters and physical assessment capabilities of the simulated patient provide for a realistic learning environment. This article describes the High Fidelity Human Simulation Laboratory at the University of Pittsburgh School of Nursing and presents strategies for using this technology as a tool in teaching complex cardiac nursing care at the basic and advanced practice nursing levels. The advantages and disadvantages of high fidelity human simulation in learning are discussed. KEY WORDS: cardiovascular, crisis intervention, curriculum, education, patient simulation C ardiovascular disease comprises complex inter- actions between the right and left heart, arterial and venous peripheral vascular system, and the neurohormonal system. Cardiovascular patient care situations may range in intensity from stable chronic disease up through the assessment, diagnosis, and management of acute and life-threatening hemody- namic compromise. The care of cardiovascular patients therefore requires clinicians to use a wide array of cognitive, assessment, and technical skills. Cognitive skills may include critical thinking and problem solving, as well as diagnostic reasoning. Assessment skills may include physical examination, single and 12-lead electrocardiogram interpretation, and hemo- dynamic monitoring. Technical skills may include intubation and cardiopulmonary resuscitation, as well as (for advanced practice nurses in particular) intu- bation and placement of central and arterial lines. Assisting both students and practicing clinicians to master these skills can represent a challenge for educators. The didactic background for cardiovas- cular physiology, pathophysiology, assessment, and management most frequently occurs in the tradi- tional classroom setting. However, such an approach does not necessarily translate into knowledge syn- thesis and application in the dynamic clinical setting. A newer technology known as high fidelity human simulation (HFHS) places the learner in a realistic simulated patient care environment, where practice can be observed and evaluated across a broad range of clinical scenarios. The purpose of this article is to describe the use of HFHS as a tool in cardiovascular education. High Fidelity Human Simulation Historical Background High Fidelity Human Simulation was initially used in aviation, providing a setting in which pilots could perfect their flying skills and practice emergency responses in a controlled environment. Anesthesiol- ogy programs then adopted the use of simulation technology with the goal of providing trainees with protected opportunities to perform in critical clinical situations and use resources efficiently, while maxi- mizing safe patient outcomes. 1 Simulation continued to gain popularity in healthcare, and certified registered nurse anesthesia programs began to incor- porate simulation into their programs. The goals of the programs were very similar to those of the anesthesiologist programs, and over time the certi- fied registered nurse anesthesia programs have refined their simulation settings and scenarios to provide for increasingly realistic experiences. 2Y5 16 Marilyn Hravnak, PhD, RN, ACNP-BC, FCCM, FAAN Associate Professor, School of Nursing, University of Pittsburgh, Pittsburgh, Pa. Michael Beach, MSN, RN, ACNP-BC Instructor, School of Nursing, University of Pittsburgh, Pittsburgh, Pa. Patricia Tuite, MSN, RN, CNS Instructor, School of Nursing, University of Pittsburgh, Pittsburgh, Pa. Corresponding author Marilyn Hravnak, PhD, RN, ACNP-BC, FCCM, School of Nursing, University of Pittsburgh, 336 Victoria Building, Pittsburgh, PA 15261 (e-mail: mhra@pitt.edu). Copyr ight © Lippincott Williams & Wilkins. Unauthor iz ed reproduction of this article is prohibited.