Pediatric cardiac critical care is a new and emerging field. There is no standardization to the current education provided, and high-quality patient outcomes require such standardization. For physicians, this includes fellowship training, specific competencies, and a certification process. For advanced practice providers, a standardized curriculum as well as a certification process is needed. There is evidence that supports a finding that critical care nursing experience may have a positive impact on outcomes from pediatric cardiac surgery. A rigorous orientation and meaningful continuing education may augment that. For all disciplines and levels of expertise, simulation is a useful modality in the education in pediatric cardiac critical care.
KatzJNMinderMOlenchockB. The genesis, maturation, and future of critical care cardiology. J Am Coll Cardiol. 2016;68(1):67–79.
2.
CostelloJMPasqualiSKJacobsJP. Gestational age at birth and outcomes after neonatal cardiac surgery: an analysis of the Society of Thoracic Surgeons Congenital Heart Surgery Database. Circulation. 2014;129(24):2511–2517.
3.
BhattDRJueKStillwellJ. 2011 directory of congenital cardiac care providers in north america at hospitals offering open heart surgery for children. 2009. http://www.congenitalcardiologytoday.com. Updated October 25, 2016. Accessed September 20, 2016.
4.
RandolphAGGonzalesCACortelliniLYehTS. Growth of pediatric intensive care units in the United States from 1995 to 2001. J Pediatr. 2004;144(6):792–798.
5.
BronickiRA. Personal Communication.
6.
Curriculum for Pediatric Cardiac Critical Care Medicine. Richmond, VA: Pediatric Cardiac Intensive Care Society; 2016.
7.
KulikTGigliaTMKocisKC. ACCF/AHA/AAP recommendations for training in pediatric cardiology. Task force 5: requirements for pediatric cardiac critical care. J Am Coll Cardiol. 2005;46(7):1396–1399.
8.
BadenHPZimmermanJJBrilliRJ. Intensivist-led team approach to critical care of children with heart disease. Pediatrics. 2006;117(5):1854–1856; author reply 1856-1857.
9.
MorrowDAFangJCFintelDJ. Evolution of critical care cardiology: transformation of the cardiovascular intensive care unit and the emerging need for new medical staffing and training models: a scientific statement from the American Heart Association. Circulation. 2012;126(11):1408–1428.
10.
PennyDJShekerdemianLS. The American Heart Association’s recent scientific statement on cardiac critical care: implications for pediatric practice. Congenit Heart Dis. 2013;8(1):3–19.
11.
FeltesTFRothSJAlmodovarMC. Task force 5: pediatric cardiology fellowship training in critical care cardiology. J Am Coll Cardiol. 2015;66(6):712–722.
12.
AnandVKwiatkowskiDMGhanayemNS. Training pathways in pediatric cardiac intensive care: proceedings from the 10th International Conference of the Pediatric Cardiac Intensive Care Society. World J Pediatr Congenit Heart Surg. 2016;7(1):81–88.
13.
TabbuttSGhanayemNAlmodovarMC. Training fellows and residents in paediatric cardiac critical care. Cardiol Young. 2016;26(8):1531–1536.
14.
American Board of Pediatrics Board of Directors. Guidelines for Establishing a New Subspecialty. American Board of Pediatrics, 2009.
15.
BolickBNHautCReuter-RiceK. The acute care pediatric nurse practitioner: curriculum overview. J Pediatr Health Care. 2012;26(3):231–237.
16.
VergerJTMarcouxKKMaddenMABojkoTBarnsteinerJH. Nurse practitioners in pediatric critical care: results of a national survey. AACN Clin Issues. 2005;16(3):396–408.
17.
RosenbergDIMossMM; American College of Critical Care Medicine of the Society of Critical Care M. Guidelines and levels of care for pediatric intensive care units. Crit Care Med. 2004;32(10):2117–2127.
18.
SorceLSimoneSMaddenM. Educational preparation and postgraduate training curriculum for pediatric critical care nurse practitioners. Pediatr Crit Care Med. 2010;11(2):205–212.
19.
AikenLHClarkeSPSloaneDMSochalskiJSilberJH. Hospital nurse staffing and patient mortality, nurse burnout, and job dissatisfaction. JAMA. 2002;288(16):1987–1993.
20.
HickeyPAPasqualiSKGaynorJW. Critical care nursing’s impact on pediatric patient outcomes. Ann Thorac Surg. 2016;102(4):1375–1380.
21.
McCalla-GrahamJADe GagneJC. The lived experience of new graduate nurses working in an acute care setting. J Contin Educ Nurs. 2015;46(3):122–128.
22.
ChesnuttBMEverhartB. Meeting the needs of graduate nurses in critical care orientation: staged orientation program in surgical intensive care. Crit Care Nurse. 2007;27(3):36–40, 42–51; quiz 52.
23.
BerubeMValiquetteMPLaplanteE. Nursing residency program: a solution to introduce new grads into critical care more safely while improving accessibility to services. Nurs Leadersh (Tor Ont). 2012;25(1):50–67.
24.
SawatzkyJAEnnsCLLegareC. Identifying the key predictors for retention in critical care nurses. J Adv Nurs. 2015;71(10):2315–2325.
25.
American Association of Critical-Care N. AACN standards for establishing and sustaining healthy work environments: a journey to excellence. Am J Crit Care. 2005;14(3):187–197.
26.
ZivAWolpePRSmallSDGlickS. Simulation-based medical education: an ethical imperative. Simul Healthc. 2006;1(4):252–256.
27.
BarsukJHCohenERPottsS. Dissemination of a simulation-based mastery learning intervention reduces central line-associated bloodstream infections. BMJ Qual Saf. 2014;23(9):749–756.
28.
OlivieriLJSuLHynesCF. “Just-In-Time” Simulation training using 3-d printed cardiac models after congenital cardiac surgery. World J Pediatr Congenit Heart Surg. 2016;7(2):164–168.
29.
Griswold-TheodorsonSPonnuruSDongCSzyldDReedTMcGaghieWC. Beyond the simulation laboratory: a realist synthesis review of clinical outcomes of simulation-based mastery learning. Acad Med. 2015;90(11):1553–1560.
30.
CalhounAWBhanjiFSherbinoJHatalaR. Simulation for high-stakes assessment in pediatric emergency medicine. Clin Pediatr Emerg Med. 2016;17(3):212–223.
