每日大赛

By: Tiffany King

Imagine this: A person is wheeled into an emergency room, injured after being hit by a truck and abandoned in a parking lot. Their clothes are dirty, bloody and torn, as if they went through a shredder. Nurses and doctors tend to the patient, checking vital signs and preparing to insert a chest tube. The room is loud鈥攙oices raised about blood pressure levels, machines beeping, and constant movement everywhere. The patient is being prepped for surgery, but first, an X-ray of the trauma is required. A radiologic technologist enters the room with a portable X-ray machine, joining the controlled chaos as everyone steps back. The patient needs to get to the operating room quickly, and tension builds. Are protocols being followed? How long will the X-ray take? Who鈥檚 in charge?

This was the scene radiologic science students at the 每日大赛 encountered during a simulation designed to assess their knowledge and communication skills. It鈥檚 one of the radiology-centered simulations conducted with the help of nursing students, School of Nursing and Health Sciences faculty, and volunteers. These collaborative simulations offer a dynamic and enriching educational experience that mirrors real-world environments. This approach not only enhances clinical competence, but also prepares students to function more effectively in fast-paced health care settings, where collaboration is key to successful patient outcomes.

Although the benefits of interdisciplinary simulations for radiologic science programs are clear, such simulations are still rare. Ashleigh Spurlock, lecturer of radiologic science and program director, and Dr. Nevada LeCounte, associate professor of nursing and simulation specialist, are working together to advocate for more radiology-focused simulations.

鈥淲e were doing simulations independently of each other and kept hearing students鈥攁nd ourselves鈥攕ay it would be great if we could bring this together, because clinically, we (nurses and radiologic technologists) work side by side. We started doing some unofficial simulations during class,鈥� Spurlock said.

For this simulation, Spurlock called on some of her hospital colleagues to volunteer as nurses and doctors. Among the volunteers was Ashley Juarez, talent acquisition specialist for Southeast Georgia Health System. Juarez participated to show students that they have the full support of SGHS. She also gained a newfound appreciation for medical teams and their work.

鈥淲e see what they鈥檙e actually doing here, and their efforts aren鈥檛 going unnoticed,鈥� Juarez said.

More Interdisciplinary Simulations

Spurlock and LeCounte are continuing to develop additional simulations. One scenario involves a patient who needs an X-ray in the middle of surgery. The operating team wants to ensure everything is clear in the abdomen before closing the patient. Radiology students must image the entire abdomen, communicate with the operating team, and maintain a sterile field. In this simulation, nursing students don鈥檛 know how to assist the radiographer, and the radiographer doesn鈥檛 know how to maintain sterility.

鈥淗ow do you work together without feeling like you鈥檙e stepping on someone鈥檚 toes? It鈥檚 very complicated,鈥� Spurlock said. 鈥淚t鈥檚 a great simulation, and our students walk out feeling more confident going out into the world and performing that type of exam, which is done regularly.鈥�

Another simulation involves a nasogastric (NG) tube placement, which goes up into the nose and then down into the stomach. Nursing students place the NG tube in the patient, and radiology students use a portable X-ray machine to confirm correct placement. In this scenario, it鈥檚 vital for both radiology and nursing students to understand anatomy to evaluate whether the placement is correct or if further imaging is needed. The X-ray may show that the end of the tube is not in the stomach, requiring additional imaging to locate it. The next step is to call the medical provider to review the image and determine whether the tube should be removed.

Spurlock and LeCounte have also expanded the simulations by integrating X-ray image critiques for nursing students. To provide comprehensive patient care, it鈥檚 important for nurses to be able to assess an X-ray image to some degree, Spurlock said.

鈥淲e started to incorporate that, and I think the nursing students have responded well to it. We tell them that all good nurses care about what their patient鈥檚 images look like,鈥� Spurlock said. 鈥淭hey assess them, track pathology, and can catch things ahead of time.鈥�

The image critique is conducted during a shared debriefing with radiology and nursing students after a simulation, where the radiology student leads the discussion.

鈥淚 think it鈥檚 really good for nurses to understand the knowledge that radiographers need to have. There鈥檚 this stereotype that you just push a button and position patients. Nursing students come away with a greater respect for who鈥檚 going to be their colleagues,鈥� LeCounte said. 鈥淎 radiologist may not look at an image, even if it鈥檚 a stat image, for a couple of hours. But if a nurse notices a big change, they can call the medical provider, get them to look at the image, and get medicine or other interventions ordered. It prevents delays in care so the patient doesn鈥檛 deteriorate.鈥�

Faculty in the School of Nursing and Health Sciences teach and encourage students to speak up for patients when they notice something. Students are taught to prioritize the patient鈥檚 best interest, avoid overstepping, and help move care forward efficiently. Simulations like these increase the likelihood of successful patient outcomes.

Another set of simulations in development focuses on recognizing and responding to suspected child abuse and neglect. Georgia ranks high nationally for child abuse cases, and health care providers are often the first to identify concerns.

鈥淭his started as an idea for our pediatric nursing students, but we recognized it made perfect sense to make some of these scenarios interprofessional,鈥� LeCounte said. 鈥淚n real cases, radiology plays a critical role, as imaging is often what confirms the extent or pattern of injury. Bringing both programs together creates a more realistic and meaningful experience.鈥�

The goal is for students to become more confident in recognizing the subtle signs of neglect or injury, providing trauma-informed care, and knowing how to communicate with children and caregivers, LeCounte said.  The simulations also highlight the legal and ethical responsibilities of mandated reporting, while giving students a safe environment to explore their emotional responses to difficult situations.

In another scenario, radiology is called to the operating room for an 鈥渙ff count,鈥� meaning there is a possibility that a missing sponge or needle could be inside the patient. Radiology and nursing students must work together, communicate with operating team, and advocate for the patient. Radiology students must navigate the sterile field of the operating room and obtain diagnostic images without breaking sterility.

鈥淲e鈥檙e always working on how to make simulations more realistic. How do we push them to get the most out of it鈥攂oth radiology and nursing students? We want both to look at the image, assess the patient, and have that communication,鈥� Spurlock said.

Advocating for More Radiology Simulations

Spurlock and LeCounte have been presenting on the benefits and the need for more radiology-focused simulations. They鈥檝e shared their work at the Coastal Scholars Showcase at the 每日大赛, the Canadian Alliance of Nurse Educators Using Simulation conference in British Columbia, the American Society of Radiologic Technologists Educational Symposium in Reno, Nevada, and the National League for Nursing Education conference in Orlando, Florida.

Conference attendees have been receptive to their presentations and understand the need for these simulations. Unfortunately, most vendors were dismissive when it came to the type of equipment and technology required.

鈥淭he simulations that we do for radiology students鈥攏o one else is really doing them,鈥� LeCounte said. 鈥淚t鈥檚 a fairly new thing.鈥�

The simulations require creativity due to a lack of interdisciplinary manikins. A manikin is a human-shaped model used for educational and medical purposes, including teaching clinical skills, performing procedures, and simulating real-life scenarios. Radiology students use manikins that can be X-rayed, while nursing students use manikins that cannot. LeCounte and Spurlock asked vendors about manikins that could be used by both programs, and were told there was no demand for such a product.

鈥淭hey said, 鈥業n radiography, no one does simulation anyway. Nobody wants that type of manikin. No one is doing that,鈥欌�� LeCounte said. 鈥淚t definitely confirmed to us that we need to present more on what we鈥檙e doing, and share it, so that more people are aware.鈥�

Radiology simulations typically focus on task-based competency鈥攚hether an image can be taken properly. What LeCounte and Spurlock are developing are realistic scenarios with broader objectives, including communication and patient follow-up. One of these is a pediatric communication simulation that radiology students complete in the first semester of the program. In this scenario, radiology students practice communicating with a child who is fearful of having an X-ray and the child鈥檚 anxious parent.

鈥淏ecause this is a common situation in the clinical setting, the simulation emphasizes how confident, compassionate communication can ease anxiety for both child and parent, improving their experience overall,鈥� LeCounte said.

Another radiology simulation involves navigating the intensive care unit (ICU). Students practice imaging a critically ill patient in the ICU, but the patient has multiple IV lines, tubes, and monitors that make positioning more complex. Students must collaborate with staff to understand patient limitations, maintain situational awareness, and monitor vitals throughout the procedure.

鈥淭he scenario reinforces that improper technique or communication can cause serious harm, such as dislodging lines, damaging equipment, or failing to recognize deterioration,鈥� LeCounte said. 鈥淭his is an essential simulation to prepare our students for their clinical rotation in the ICUs of a Level 1 trauma center, where these challenges are a part of everyday practice.鈥�

The School of Nursing鈥檚 Simulation Program was awarded a virtual reality grant through Bodyswaps and Meta Quest. The grant provides students access to immersive, AI-powered virtual reality simulations, enabling them to strengthen clinical judgment, communication, and empathy in realistic health care scenarios. In one simulation, radiology students will use the VR headset to interact with an avatar and practice navigating difficult conversations and the art of de-escalation.

Spurlock shared a few more simulations that are in development. One involves performing an exam in the neonatal ICU around a sterile field, working with the provider and bedside staff to maintain sterility and confirm proper placement. Another in development, involves performing an exam on a patient who is suffering from dementia. Students will need to navigate ethical obligations, communication, and safety practices with a patient who has an altered mental status.

There is a long list of simulation ideas Spurlock hopes to implement, and she is excited that her colleagues in the School of Nursing want to help. She was once asked by a conference attendee in Canada who she would want to work with. Her answer: 鈥淓verybody!鈥�

鈥淚 want to work with everybody that we encounter in the clinical setting, because it takes a village,鈥� she said. 鈥淲e do this together as a team, and the more we can build that team up, the better the outcome we鈥檒l have for our patients and employees.鈥�

Spurlock and LeCounte鈥檚 goal is to educate other programs, radiographer educators, and nurses about the importance of simulations.

鈥淭here鈥檚 not a lot of simulation research for radiography. It鈥檚 important for students to have the bad experience with a fake patient so that they can have a good experience with a real patient,鈥� Spurlock said. 鈥淗aving people understand why that鈥檚 important is what we want.鈥�

Integrating more radiology simulations into education programs is a transformative step toward clinical readiness. These simulations offer a safe, immersive environment where students can practice and build confidence without the pressures of real-world consequences. By working together, radiology students gain a deeper understanding of patient care beyond imaging, including communication, safety protocols, and interdisciplinary teamwork. Nursing students develop a greater appreciation for the technical aspects of radiology, fostering mutual respect and coordination.

These simulations bridge the gap between theory and practice, and empower students to become more competent and prepared health care professionals. Developing and implementing these simulations today means cultivating a generation of nurses and radiographers who are better equipped to deliver high-quality patient care tomorrow.