An estimated 4% of inpatients in U.S. acute care hospitals are diagnosed with preventable health care–associated infections (HAIs).1 Although concerted infection control efforts have achieved reductions in some HAIs,2 the prevalence of HAIs as a whole is growing. This rise in prevalence is occurring despite increasing efforts to improve infection control protocols and implement prevention measures.3 Research4,5 has shown that improvements in infection control and prevention are dependent not only on training health care workers (HCWs) to perform clinical techniques and apply administrative protocols but also on (1) the extent to which such practices are accepted by HCWs as useful or necessary and (2) the identification and removal of barriers to implementation. We argue that procedural approaches alone, even with high levels of adherence, are often insufficient to solve the growing problem of HAIs; it is equally important that interventions address themore complex cognitive aspects of HAI control and prevention. HCWs facemany patient care situations for which standard procedures have not been and cannot be developed. In these cases, HCWs must make decisions with incomplete information and a high degree of uncertainty; understand and balance risk versus reward; account for numerous demands, including those of patients, hospital administrators, and insurance providers; coordinate care across multiple contexts and caregivers; and exercise clinical judgment. To implement a reduction in HAIs therefore requires that HCWs follow infection control procedures but also make clinical decisions related to HAI prevention, and the former must be situated within the latter. This suggests that improvements in infection control education and training for HCWs are critical for reducing HAIs. In this commentary, our aim is to characterize and discuss the affordances of a novel approach to this problem based on cognitive simulation6-8: a practice-based intervention inwhich participants learn to solve multidimensional problems characterized by incomplete information, multiple stakeholders, and incommensurate demands. This approach, though as yet untried in the context of the complex arena of HAI prevention, has the potential to improve implementation of and adherence to infection control procedures and, more importantly, help HCWs learn to make clinical decisions that promote HAI control and prevention. There are, of course, many types of cognitive simulation in medical education,6,9-12 and they are used for a wide range of training purposes. According to a recent review by Satish et al,13 however, most cognitive simulations seek to replicate the challenges and demands of clinical practice, providing a safe setting for HCWs to rehearse skills, gain confidence, and develop their abilities in case management, critical thinking, decision-making, and other important aspects of professional practice. However, simulating day-today practice does not help HCWs understand the systemic aspects of the problem and the bigger picture of HAI prevention. * Address correspondence to Nasia Safdar, MD, PhD, Department of Medicine, Division of Infectious Disease, School of Medicine and Public Health, University of Wisconsin–Madison, 5138 Centennial Building, 1685 Highland Avenue, Madison, WI 53705. E-mail address: ns2@medicine.wisc.edu (N. Safdar). Funding/support: This work was funded in part by the National Science Foundation (DRL-0918409, DRL-0946372, DRL-1247262, DRL-1418288, DUE-0919347, DUE1225885, EEC-1232656, EEC-1340402, and REC-0347000), theMacArthur Foundation, the Spencer Foundation, the Wisconsin Alumni Research Foundation, and the Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin–Madison. N.S. is supported by a Veterans Affairs–funded patient safety center and an R03 from AHRQ. Conflicts of interest: None to report. Disclaimer: The opinions, findings, and conclusions do not reflect the views of the funding agencies, cooperating institutions, or other individuals.