Introduction: Cancer and cardiovascular disease are two leading causes of death in North America and can occur concurrently in oncology patients. Novel cancer treatments can cause direct cardiovascular side effects, increasing patient mortality. We aimed to educate oncology nurses of ST-Elevated Myocardial Infarction (STEMI) recognition and treatment using a hybrid educational model of didactic and simulation methods with contextual learning. Hypothesis: We hypothesize that a hybrid model including didactic and simulation methodology would result in increased knowledge, skills, and attitudes in the management of patients with STEMI. This would lead to decreased STEMI-related morbidity and improve interprofessional care co-ordination. Methods: Education was provided to 71% (5/7) of Registered Nurses in the Urgent Care Centre of Princess Margaret Hospital in Toronto, Canada. From a unit-wide needs assessment, RNs determined that patient management, care co-ordination and communication skills were areas of educational need, and simulation and lectures were preferred education methods. Current evidence, treatment, and policies for STEMI were incorporated into a short lecture, followed immediately by in situ high fidelity simulation scenarios. All education incorporated the AHA principle of contextual learning to support clinically-relevant knowledge acquisition. Educational gain was assessed using pre- and post-education testing. Results: Following the educational intervention, all learners had an increase in post-test scores. Recognition of the need for an ECG improved by 60% (3/5) and nurses felt more confident in caring for STEMI patients (3.6/4 average score). Learners found the education beneficial and relevant to their practice (100% of respondents). Nurses emphasized the value of didactic education followed by skills application in simulated cases as valuable to their learning from qualitative survey feedback. Conclusion: We developed and implemented a highly-relevant hybrid STEMI educational initiative following a needs assessment. Learners exhibited knowledge acquisition through pre and post-test results. Data collection regarding door-to-ECG and door-to-diagnosis times post-education is ongoing.