“Walk a Mile in My Shoes”: An Evidence-Based Reflection Project
Description/Paper Instructions: Walk a Mile in My Shoes
Please view the attached document for instructions
You must FOLLOW THE INSTRUCTIONS closely
She is very specific about what type of articles that can be used
THIS IS FOR THE POWERPOINT PRESENTATION ONLY YOU DO NOT NEED TO DO THE PAPER PORTION
MY EXPERIENCE: Walking with Crutches
a“Walk a Mile in My Shoes”: An Evidence-Based Reflection Project & Rubric
This assignment is a disability awareness project where students are tasked with simulating a physical impairment. Students will gain understanding of what it is like to live with a physical impairment.
Student participants will experience what it is like to have a physical impairment while going about their everyday lives and may encounter barriers such as stairs, inclines, heavy doors, narrow and/or obstructed hallways, tall countertops, cramped public bathrooms, inconveniently placed sinks and faucets, curbs, uneven pavement, and the uncertainty of public response. This project will provide student participants with a glimpse of what it is like to live with a physical impairment.
As part of the simulation, students will be assigned a particular impairment such as a total hip replacement, amputation or stroke. Each student will be required to use two different devices, one of which must include a wheelchair…for example, student A will use a walker AND a wheelchair.
Students will be properly fitted with assigned devices and trained on use. Student safety is paramount – students should remain in character only when it is safe to do so.
Each student must spend a minimum of three hours with EACH device. Students must utilize the device in public settings and make every attempt to stay in character unless safety is a concern. Students must go to public places like a mall, shopping center or grocery store. Each student MUST enter a PUBLIC restroom stall while in character and using each assigned device. Students should avoid the assistance of others unless safety is a concern.
Upon completion of the experiences, each student must prepare a 12-18 slide PowerPoint presentation. The minimum page requirement does not include any cover page and/or reference page. Reports must follow APA format – students should visit the Academic Resource Center (ARC) for assistance.
Students must use the Baker College library resources to search for peer reviewed articles using the all of the following search terms “functional mobility”, “disability”, and “evidence”. Articles must be less than five (5) years old. Students may also utilize professional physical therapy journals which are evidence-based and less than five (5) years old. Articles that are not peer reviewed and evidence-based are not acceptable for this assignment.
Students must utilize a minimum of two (2) peer reviewed / evidence-based articles for this project. Locate articles relating specifically to functional mobility and the impact of disability.
Each student must read the articles for understanding. Do not copy/paste from any articles! Students must develop PowerPoint slides to effectively explain each article.
PowerPoint slides should be succinct and interesting. Each student must be prepared to elaborate from the slides and to answer audience questions. Failure to elaborate and/or have sufficient subject knowledge will result in a failing grade. Students must also ensure proper eye contact, pace & volume, tone of voice, and enthusiasm to ensure possibility of maximum points.
Students must ensure the PowerPoint presentation includes each of the following headings (a maximum of three slides per heading):
Students must post a copy of their PowerPoint presentations to Blackboard by the due date specified by the instructor.
NOTE: The Physical Therapist Assistant program will offer each learner the opportunity to borrow assistive devices to facilitate the completion of this project. Assistive devices will be made available for loan during the lecture/lab session. The learner will sign for the assistive device and must return equipment no later than the start of the next respective class session.
The student named on the checkout form is solely responsible for the equipment so entrusted, regardless of group work or any other user.
Should a student lose or damage any equipment, he or she will be held liable for the replacement cost of said equipment.
Walk a Mile in My Shoes
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