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Recommended Citation
Suddreth T, Haught L. Cardiogenic Shock: Igniting Knowledge Through Simulation. Professional Development podium presentation at Transforming Practice: The Intersection of Technology and Nursing Excellence; Advocate Health Nursing Research and Professional Development Conference 2025; November 12, 2025; Virtual.
Presentation Notes
Professional Development podium presentation at Transforming Practice: The Intersection of Technology and Nursing Excellence; Advocate Health Nursing Research and Professional Development Conference 2025; November 12, 2025; Virtual.
Abstract
Background/ Introduction
Despite advances in technology, national cardiogenic shock (CS) mortality rates remain above 30%. Recent literature on early recognition initiatives led the organization to create a CS team and protocols to guide treatment. Increased volume and acuity of CS patients highlighted the need for specialized RN training in the complex care of this patient population.
Purpose
The purpose of this project was to develop both didactic and high-fidelity simulation sessions to increase nursing confidence in early recognition and management of CS patients.
Methods/Evaluation
A 1-hour didactic course and 4-hour simulation session were built based on review of current CS literature. Didactic content included causes, stages, treatment, and importance of early recognition in CS. A high-fidelity simulation scenario consisting of 3 vignettes was approved by educators at a dually accredited simulation center and the Director of Heart Failure & Transplant Services. Cardiac ICU RNs from three facilities attended both didactic and simulation education, allowing for at least 2 weeks between sessions. For didactic courses, pre-/post-evaluation surveys were used to measure confidence using a 5-point Likert scale. Post-evaluation for simulation included confidence ratings and subjective feedback.
Results
24 didactic courses and 32 simulation sessions were offered with 151 RNs attending didactic and 131 participating in simulation. Post-didactic scores went from 3.5 to 4.0, demonstrating a 14% increase in overall nursing confidence with early CS recognition and management. Based on post-simulation evaluations, most RNs strongly agreed that they could recognize CS (79%), understand its stages (51%), manage (72%), and prioritize care (74%). No participants selected a disagreement or neutral response. Subjective feedback reflected an enhanced ability to identify decompensating patients, prioritize care, and effectively communicate findings to the care team.
Conclusion/Implications for Practice
Didactic instruction combined with high-fidelity simulation increased nursing confidence in early recognition and management of complex CS patients. Simulations involving interdisciplinary team members may further enhance outcomes.
Document Type
Oral/Podium Presentation
Publication Date
11-12-2025
Cardiogenic Shock: Igniting Knowledge Through Simulation
Background/ Introduction
Despite advances in technology, national cardiogenic shock (CS) mortality rates remain above 30%. Recent literature on early recognition initiatives led the organization to create a CS team and protocols to guide treatment. Increased volume and acuity of CS patients highlighted the need for specialized RN training in the complex care of this patient population.
Purpose
The purpose of this project was to develop both didactic and high-fidelity simulation sessions to increase nursing confidence in early recognition and management of CS patients.
Methods/Evaluation
A 1-hour didactic course and 4-hour simulation session were built based on review of current CS literature. Didactic content included causes, stages, treatment, and importance of early recognition in CS. A high-fidelity simulation scenario consisting of 3 vignettes was approved by educators at a dually accredited simulation center and the Director of Heart Failure & Transplant Services. Cardiac ICU RNs from three facilities attended both didactic and simulation education, allowing for at least 2 weeks between sessions. For didactic courses, pre-/post-evaluation surveys were used to measure confidence using a 5-point Likert scale. Post-evaluation for simulation included confidence ratings and subjective feedback.
Results
24 didactic courses and 32 simulation sessions were offered with 151 RNs attending didactic and 131 participating in simulation. Post-didactic scores went from 3.5 to 4.0, demonstrating a 14% increase in overall nursing confidence with early CS recognition and management. Based on post-simulation evaluations, most RNs strongly agreed that they could recognize CS (79%), understand its stages (51%), manage (72%), and prioritize care (74%). No participants selected a disagreement or neutral response. Subjective feedback reflected an enhanced ability to identify decompensating patients, prioritize care, and effectively communicate findings to the care team.
Conclusion/Implications for Practice
Didactic instruction combined with high-fidelity simulation increased nursing confidence in early recognition and management of complex CS patients. Simulations involving interdisciplinary team members may further enhance outcomes.
Affiliations
Atrium Health - Carolinas Medical Center