Anatomy has a long and significant history in medical education. The intersection of art and science began with artists during the 15th and 16th century European Renaissance who studied anatomy to better recreate and study the human form (McMenamin, 2022). In recent decades, anatomical education has undergone many changes, including innovations using artificial models, simulation, and electronic resources. These innovations have changed the landscape of human anatomical education. Benefits to these new teaching methods exist; however, cadaveric education has long been the gold standard of anatomic teaching.

Nursing students are rarely privy to education using human cadavers as resources are often directed to medical and surgical students (McMenamin, 2022; Rajeh et al., 2016). Additionally, not all nursing schools have access to educational cadavers as they are typically only accessible in major medical science centers. Teaching using human cadavers in nursing education is rarely utilized despite being a rich opportunity for growth and education in multiple clinical arenas.

Cadaveric learning has many possible benefits to nursing students, including (1) orientation to 3-dimensional anatomy, (2) introduction to mortality and human frailty, (3) team-based, active learning environment, (4) understanding of the fragility and strength of internal structures, and (5) connection of theoretical knowledge to clinical correlates (de Gravelles et al., 2021; Ghosh, 2017; Pirri et al., 2021). These benefits have the potential to help nurses achieve the highest level of clinical excellence. Additionally, experiencing education using human cadavers can solidify the nurse's professional role as a scientist.

Although there are significant data regarding the benefits of education using cadavers among medical students, there is substantially less literature related to nursing students (Applying the flipped classroom to the clinical skills laboratory, 2017; Ghosh, 2017; Mc Garvey et al., 2001). One study examined the impact of cadaver-based education versus plastic specimens on nursing students and found cadaver use to be a valuable educational tool (McGarvey et al., 2015). Education using human cadavers was described as a safe introduction to death and dying outside the clinical setting. Another study utilized autopsy education and echoed the benefits of introduction to death as part of the human lifecycle prior to clinical experiences (Cannon & Bauer, 2017). Negative emotional and psychological outcomes from autopsy education were diminished as the education proceeded. Another Taiwanese study examined the psychophysical response to cadaveric education among nursing students and found a small proportion of students experienced stress and physical symptoms that did not interfere with their educational achievement (Lai et al., 2020). Only one mixed-methods study of education using human cadavers examined learning experiences and satisfaction among 223 undergraduate nursing students (Asman et al., 2022). The study found high levels of satisfaction with human cadaver education. Additionally, an increase in professional role identification was identified as a result of the educational experience.

There are conflicting data regarding the necessity of cadaver teaching versus other methods for teaching human anatomy. One study found similar levels of mastery among pre-licensure students experiencing an online anatomy class as those in traditional wet-lab classes (Massey et al., 2021).

Although the data is limited, there are demonstrated benefits of cadaveric teaching among nursing students. Based on the benefits demonstrated in the literature and the availability of anatomy laboratory facilities, an educational program was developed using human cadavers to augment existing pathophysiology and health assessment curriculum.

This paper outlines the development and implementation of an anatomy education experience in a human cadaver lab for undergraduate nursing students. Key steps included integrating the cadaver lab experience into the current curriculum; securing lab space; coordinating with lab personnel; identifying learning objectives for the experience; defining roles and responsibilities; and evaluating the experience. This program was an effective way to develop, implement and evaluate a range of innovative teaching strategies.