CURRENT ISSUES
Novel Active Learning Experiences for Students to Identify Barriers to Independent Living for People with Disabilities Polly McArthur1, PhD, RN, Lillian Burch2, MA, Katherine Moore2 & Mary Sue Hodges1, DNP, RN, ANP-BC, CRRN, FCN 1 College of Nursing, University of Tennessee, Knoxville, TN, USA 2 disABILITY Resource Center, Knoxville, TN, USA
Keywords
Abstract
Nursing education; barriers; independent living. Correspondence Polly McArthur, Clinical Assistant Professor, College of Nursing, University of Tennessee, 1200 Volunteer Blvd., Knoxville, TN 37996. E-mail: [email protected] The authors report no financial or other conflict of interest relevant to the subject of this article. Accepted November 21, 2014. doi: 10.1002/rnj.208
Purpose: This article describes interactive learning about independent living for people with disabilities and features the partnership of the College of Nursing and a Center for Independent Living (CIL). Design: Using qualitative descriptive approach, students’ written reflections were analyzed. Methods: Through “Xtreme Challenge,” 82 undergraduate nursing students participated in aspects of independent living as well as identifying barriers. Findings: Students were engaged and learned to consider the person before the disability. Moreover, students valued the activity leaders’ openness, which facilitated understanding the point of view of a person with disability. Conclusions: The value of partnership was evident as it allowed students to participate in active learning, which led to growth in the affective domain. Students became aware of potential education resources through the CIL. Clinical Relevance: This article will guide educators in designing experiences that teach nursing care at the individual, family, and community level for people living with disabilities.
Introduction Nurse educators often use active learning strategies in the classroom and simulation laboratory. Combining cognitive, psychomotor, and emotional components within a learning experience improves short-term and long-term outcomes for the education experience (Jeffries & Norton, 2005). The purpose of this article was to describe an interactive learning experience created and implemented by the University of Tennessee College of Nursing in partnership with the disABILITY Resource Center (dRC), a local Center for Independent Living (CIL). The local CIL was established in 1995 to provide services and resources to community-dwelling residents living with disabilities (U.S. Department of Education, 2010). A community health nursing course is a logical place to learn about the concept of independent living and how it applies to people living with disabilities and achieving © 2015 Association of Rehabilitation Nurses Rehabilitation Nursing 2015, 0, 1–5
optimal levels of integration within the community (Neal-Boylan, 2013). Learning objectives focus on understanding how nurses partner with clients (individuals, family, and community) to holistically meet needs of the mind, body, and spirit of those with disabilities. Student nurses learn to identify physical and attitudinal barriers in the community that hinder independent living and explain the role of nurses in eliminating these barriers. Long-term learning outcomes include community-focused nursing interventions that “seek to prevent and reduce sources of handicaps, such as stereotyping, architectural barriers, and failure to accommodate those with disabilities” (Neal-Boylan, p. 660). The role of nurse as educator, advocator, collaborator, and researcher is congruent with professional rehabilitation nursing practice (Association of Rehabilitation Nurses, 2015). The idea for an interactive event bringing together undergraduate nursing students and CIL staff began
1
Novel Learning Experience
several years ago. In the past, CIL staff gave classroom presentations on topics of independent living, disability etiquette, and accessibility to public places such as restaurants. As a community service, the agency began an initiative to systematically evaluate and recognize accessibility-friendly local restaurants. In the past 2 years, the agency trained nursing students to observe, measure, and record a firsthand impression of a restaurant’s accessibility for people with all types of disability (Appendix). After a classroom presentation, students went into the community, obtained permission for the survey from the restaurant manager, and discretely completed the accessibility assessment. Students provided managers with contact information to the CIL where staff can assist business owners with knowledge and skills for improving accessibility. The CIL maintains a website with listings of surveyed restaurants. Residents and visitors to the community can check ratings (“Wow,” “Good,” or “Limited” access) and better plan excursions for eating out. It Was a Fun and Interactive Way to Learn As the partnership between university and community grew, the CIL staff offered to host a half-day event that combined presentations with active engagement in identifying barriers to independent living. Agency staff members are experienced in putting on an “Xtreme Challenge”
P. McArthur et al.
in community locations where they engage the public in understanding and creating optimal environments for all citizens. The “challenge” includes playing “beeper” ball, doing a cane walk (to a table to eat pudding then returning to discard trash), navigating an obstacle course in wheelchairs, donning glasses that simulate vision impairment, and signing and following simple instructions. The partnership with the College of Nursing was the first time the agency combined the Xtreme Challenge with a panel presentation on disability etiquette as well as restaurant accessibility training and skills practice. The structured learning activity engaged the motor, sensory, and cognitive abilities of 82 nursing students and 16 CIL staff and volunteers who shared a unique experience in the university center ballroom. Students practiced skills for appraising accessibility of built environments as they visited restrooms, exterior entrances, and cafes in the center. A panel of CIL staff discussed how people with disabilities create independent and meaningful lives. Expectedly, the activities got students moving, touching, talking, listening, and laughing as they experienced the challenges set up by CIL staff (Figures 1 and 2). Students learned from expert, professional CIL staff, and volunteers with diverse abilities related to seeing, hearing, moving, and speaking. Before participation, students read and signed a photograph release for the university and the agency. Responses
Figure 1 Cane walk – heading back to the trash can.
2
© 2015 Association of Rehabilitation Nurses Rehabilitation Nursing 2015, 0, 1–5
P. McArthur et al.
Novel Learning Experience
“incorporating a communicational board at the station for people with a communication disability.” Students suggested adding more skills at the eye disorder table, thus emphasizing the value of engagement and “challenges” to their sensory and motor functions. Address the Person and Not the Disability Engagement with a concrete experience builds links between cognitive, psychomotor, and affective domains of learning (Jeffries & Norton, 2005). Reflecting on an activity engages the learner in evaluating assumptions and making connections that influence future actions/interactions (Kolb, 1984). To facilitate student processing of the experience as well as to give instructors and leaders insight into learning, students participated in reflective writing. The reflective prompts were (a) what learning occurred for you in this experience, and (b) how can you apply this learning to your role as a nurse? Some responses addressed ways that nurses can promote independence through simple, effective measures. For example, Figure 2 Measuring clearance space.
to a postexperience survey were voluntary, anonymous, and not required to earn participation credit. The research office of the university approved this procedure. We Were Able to Experience Things for Ourselves – It Helped Me Learn More Student feedback is critical for knowing how experiences contribute to learning (Jeffries & Norton, 2005). The postexperience survey asked students to share what they liked and what to improve. Their comments helped agency staff and course instructors debrief the activity and propose changes. Student comments frequently described the experience as “interactive” and “hands-on,” and students expressed satisfaction with “being able to experience the disabilities.” One student said, “It put everything into perspective for me. It showed me the hard situations that people go through on a daily basis.” Students valued the professionalism of the CIL presenters and activity leaders: “I liked that the speakers were people with disabilities, so that we could get a first-hand perspective.” The leaders’ openness to answering questions put students at ease, facilitated interaction, and helped students understand “how different the world can be from a disabled person’s point of view and how . . . nurses can assist them.” Ideas for improvement included © 2015 Association of Rehabilitation Nurses Rehabilitation Nursing 2015, 0, 1–5
I can now sympathize with how difficult it is for blind patients to eat their food. I will be sure to orient the patients to their surroundings as well as how their food trays are laid out. This will help them to feed themselves more effectively. Frequently, responses focused on the affective learning domains of attending, responding, and valuing (Krathwohl, Bloom & Masia, 1999). Words and phrases such as “patience,” “communication,” “equality,” and “respect” conveyed students’ experience with sensing, taking in, honoring, and advocating for the autonomy and dignity of people with differing abilities. Students’ comments included the following: People with disabilities live challenging yet fulfilling lives and are equal in every way to people without disabilities. I can apply this to my role as a nurse by showing more respect now that I have firsthand experience. Do not stereotype, and truly care for a person with disabilities like you would for any other patient. I learned to address the person and not the disability – the same concept can also be applied to a person with a disease. The bathrooms were the most underequipped for people who are in a wheelchair. . . . I could not imagine
3
Novel Learning Experience
Key Practice Points Community Centers for Independent Living are key partners in undergraduate nursing education. Active learning experiences offer students opportunities to understand the strengths and challenges of people living with disabilities. Student feedback (reflective writing) guides assessment of learning outcomes and revisions for improving future education activities. Students make connections between simulated experiences and holistic nursing care that preserves independence and dignity of people with differing abilities.
the hardship that people with a disability would face if they were in need of a restroom and there was not one they could access. Discussion and Conclusion Students’ reflective writings illuminate their learning about barriers to independent living, the inspiration of people motivated to not let disability define them, and the nurse’s charge to advocate for equality. However, support is not universal for simulation activities that help people without disability understand disabilities. Recently, a higher education web log (blog) reported faculty perspectives on an annual campus event called “Walk & Roll in My Shoes.” Some held the viewpoint that although the annual event intends to “raise awareness and shape future policy decisions, [it] reinforces stereotypes and pity toward people with disabilities” (Straumsheim, 2013). A faculty member living with a disability expressed concern that “the event negates the personal experiences of living with a disability, instead promoting a superficial understanding of disabilities through a kind of parody” (Straumsheim, 2013). A diversity of opinion exists within the disabled community. A dRC independent living instructor, after reading the above blog, shared her perspective: I would be pleasantly surprised if “any” professor . . . would volunteer to Walk or Roll in my shoes. I can imagine only one professor I had during my time at [the university where I completed my degree] who “might” volunteer for such an event/experience. I do understand both viewpoints, but no one can completely understand all the aspects of anyone’s life. It is unfair to even expect that someone, no matter
4
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what venue is used, to ever understand/realize the everyday confrontations and/or complications of anyone’s life, disabled or otherwise. We [agency staff and volunteers] can only hope to place a glimmer into a person’s mind to help them understand why, we the disabled community, are fighting so diligently for equal access/independence. I believe this event is a great idea and I would like to see it presented to universities everywhere. (dRC staff member) The independent living staff and volunteers dedicated an afternoon of encouragement and enlightenment to help nursing students understand full integration within the community for those with different abilities. The value of the partnership is evident as it allowed students to participate in a novel active learning experience that led to growth in the affective domain. Students made a personal connection with a Center of Independent Living and became aware of the potential education resources for themselves. Should they have concerns about their nursing interventions, they will know where to go to get their questions answered. Assessment of long-term learning may the focus of future studies; however, one student’s reflection indicates what learning occurred on that afternoon – “how to be sensitive, aware, and respectful while providing care and to remember to treat the person – before the disability.”
References Association of Rehabilitation Nurses. (2015). History: What Do Rehabilitation Nurses Do? Retrieved from http:// www.rehabnurse.org/about/content/History.html Jeffries, P.R., & Norton, B. (2005). Selecting learning experiences to achieve curriculum outcomes. In D.M. Billings, & J. A Halstead (Eds.), Teaching in Nursing: A Guide for Faculty (2nd ed., pp. 187–212). St. Louis, MO: Elsevier Saunders. Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall. Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1999). Taxonomy of Educational Objectives: Book 2 Affective Domain. New York, NY: Longman. Neal-Boylan, L. (2013). Rehabilitation clients in the community. In F.A. Mauer and C.M. Smith (Eds.), Community/Public Health Nursing Practice: Health for Families and Populations (5th ed., pp. 659–678). St. Louis, MO: Elsevier Saunders. Straumsheim, C. (2013). Disability Awareness Draws Scrutiny. [Web log]. Retrieved from http://www.insidehighered.com/
© 2015 Association of Rehabilitation Nurses Rehabilitation Nursing 2015, 0, 1–5
P. McArthur et al.
news/2013/03/07/clemson-professors-criticize-trivializingdisability-awareness-event U.S. Department of Education. (2010). Centers for Independent Living. Retrieved from http://www2.ed.gov/ programs/cil/index.html Appendix: Restaurant Survey
RESTAURANT NAME Street address Phone number RESTAURANT CONTACT Contact name E-mail Web Site PARKING 1. Is there at least one of every twenty-five parking spaces in the restaurant’s private lot designated as an accessible parking space? 2. Is this restaurant located on or near a public bus route? ENTRY 3. Is the entrance to the restaurant accessed by level ground or by a low-incline ramp 36″ wide? 4. Is the entrance threshold less than 3/4″ tall? 5. Is the doorway clearance at least 32 inches wide? 6. Can the entrance door be opened with limited grasp? INTERIOR FEATURES 7. Are there aisles and pathways between chairs and tables that are 36″ wide? 8. Are all of the condiments accessible on counters that are within 36″ in height and within arm length of 25″ from edge? 9. Do any of the tables offer 27″ (from the ground) for knee space? 10. Is a menu offered in Braille and/or large print? If yes, circle which:
Novel Learning Experience
11. Does the restaurant welcome people with disabilities with service animals as required by ADA? 12. Do all fire and emergency alarms in public areas have both audible and visual signals? RESTROOMS 13. Can the restroom door be opened with minimal force/limited grasp? 14. Does the doorway leading to the restroom(s) have at least 32 inches of clearance space? 15. Is the aisle-way leading up to the accessible stall at least 42 inches wide? 16. Does the accessible stall door have at least 32 inches of clearance space? 17. Is the toilet seat 17″ – 19″ above the floor? 18. Are there grab bars behind and on the side wall nearest the toilet? 19. Measure the interior of the stall space (length and width): ______″ 9 ______″ 20. Is the counter with washbasin no higher than 34″ from the floor? 21. Is there 27″ of knee clearance under the sink? 22. Are soap and other dispensers no higher than 48 inches from the floor [at the point where the product is dispensed] 23. Can faucets be operated with a closed fist? What assistance and/or accommodations does this restaurant offer to persons with disabilities? (Pay attention to lighting and sound environment; are there closed caption TVs; special diets?) Surveyor Name & Date Surveyor Rating: _Limited _Good _Wow
BRAILLE LARGE PRINT
© 2015 Association of Rehabilitation Nurses Rehabilitation Nursing 2015, 0, 1–5
5
Novel Active Learning Experiences for Students to Identify Barriers to Independent Living for People with Disabilities Polly McArthur1, PhD, RN, Lillian Burch2, MA, Katherine Moore2 & Mary Sue Hodges1, DNP, RN, ANP-BC, CRRN, FCN 1 College of Nursing, University of Tennessee, Knoxville, TN, USA 2 disABILITY Resource Center, Knoxville, TN, USA
Keywords
Abstract
Nursing education; barriers; independent living. Correspondence Polly McArthur, Clinical Assistant Professor, College of Nursing, University of Tennessee, 1200 Volunteer Blvd., Knoxville, TN 37996. E-mail: [email protected] The authors report no financial or other conflict of interest relevant to the subject of this article. Accepted November 21, 2014. doi: 10.1002/rnj.208
Purpose: This article describes interactive learning about independent living for people with disabilities and features the partnership of the College of Nursing and a Center for Independent Living (CIL). Design: Using qualitative descriptive approach, students’ written reflections were analyzed. Methods: Through “Xtreme Challenge,” 82 undergraduate nursing students participated in aspects of independent living as well as identifying barriers. Findings: Students were engaged and learned to consider the person before the disability. Moreover, students valued the activity leaders’ openness, which facilitated understanding the point of view of a person with disability. Conclusions: The value of partnership was evident as it allowed students to participate in active learning, which led to growth in the affective domain. Students became aware of potential education resources through the CIL. Clinical Relevance: This article will guide educators in designing experiences that teach nursing care at the individual, family, and community level for people living with disabilities.
Introduction Nurse educators often use active learning strategies in the classroom and simulation laboratory. Combining cognitive, psychomotor, and emotional components within a learning experience improves short-term and long-term outcomes for the education experience (Jeffries & Norton, 2005). The purpose of this article was to describe an interactive learning experience created and implemented by the University of Tennessee College of Nursing in partnership with the disABILITY Resource Center (dRC), a local Center for Independent Living (CIL). The local CIL was established in 1995 to provide services and resources to community-dwelling residents living with disabilities (U.S. Department of Education, 2010). A community health nursing course is a logical place to learn about the concept of independent living and how it applies to people living with disabilities and achieving © 2015 Association of Rehabilitation Nurses Rehabilitation Nursing 2015, 0, 1–5
optimal levels of integration within the community (Neal-Boylan, 2013). Learning objectives focus on understanding how nurses partner with clients (individuals, family, and community) to holistically meet needs of the mind, body, and spirit of those with disabilities. Student nurses learn to identify physical and attitudinal barriers in the community that hinder independent living and explain the role of nurses in eliminating these barriers. Long-term learning outcomes include community-focused nursing interventions that “seek to prevent and reduce sources of handicaps, such as stereotyping, architectural barriers, and failure to accommodate those with disabilities” (Neal-Boylan, p. 660). The role of nurse as educator, advocator, collaborator, and researcher is congruent with professional rehabilitation nursing practice (Association of Rehabilitation Nurses, 2015). The idea for an interactive event bringing together undergraduate nursing students and CIL staff began
1
Novel Learning Experience
several years ago. In the past, CIL staff gave classroom presentations on topics of independent living, disability etiquette, and accessibility to public places such as restaurants. As a community service, the agency began an initiative to systematically evaluate and recognize accessibility-friendly local restaurants. In the past 2 years, the agency trained nursing students to observe, measure, and record a firsthand impression of a restaurant’s accessibility for people with all types of disability (Appendix). After a classroom presentation, students went into the community, obtained permission for the survey from the restaurant manager, and discretely completed the accessibility assessment. Students provided managers with contact information to the CIL where staff can assist business owners with knowledge and skills for improving accessibility. The CIL maintains a website with listings of surveyed restaurants. Residents and visitors to the community can check ratings (“Wow,” “Good,” or “Limited” access) and better plan excursions for eating out. It Was a Fun and Interactive Way to Learn As the partnership between university and community grew, the CIL staff offered to host a half-day event that combined presentations with active engagement in identifying barriers to independent living. Agency staff members are experienced in putting on an “Xtreme Challenge”
P. McArthur et al.
in community locations where they engage the public in understanding and creating optimal environments for all citizens. The “challenge” includes playing “beeper” ball, doing a cane walk (to a table to eat pudding then returning to discard trash), navigating an obstacle course in wheelchairs, donning glasses that simulate vision impairment, and signing and following simple instructions. The partnership with the College of Nursing was the first time the agency combined the Xtreme Challenge with a panel presentation on disability etiquette as well as restaurant accessibility training and skills practice. The structured learning activity engaged the motor, sensory, and cognitive abilities of 82 nursing students and 16 CIL staff and volunteers who shared a unique experience in the university center ballroom. Students practiced skills for appraising accessibility of built environments as they visited restrooms, exterior entrances, and cafes in the center. A panel of CIL staff discussed how people with disabilities create independent and meaningful lives. Expectedly, the activities got students moving, touching, talking, listening, and laughing as they experienced the challenges set up by CIL staff (Figures 1 and 2). Students learned from expert, professional CIL staff, and volunteers with diverse abilities related to seeing, hearing, moving, and speaking. Before participation, students read and signed a photograph release for the university and the agency. Responses
Figure 1 Cane walk – heading back to the trash can.
2
© 2015 Association of Rehabilitation Nurses Rehabilitation Nursing 2015, 0, 1–5
P. McArthur et al.
Novel Learning Experience
“incorporating a communicational board at the station for people with a communication disability.” Students suggested adding more skills at the eye disorder table, thus emphasizing the value of engagement and “challenges” to their sensory and motor functions. Address the Person and Not the Disability Engagement with a concrete experience builds links between cognitive, psychomotor, and affective domains of learning (Jeffries & Norton, 2005). Reflecting on an activity engages the learner in evaluating assumptions and making connections that influence future actions/interactions (Kolb, 1984). To facilitate student processing of the experience as well as to give instructors and leaders insight into learning, students participated in reflective writing. The reflective prompts were (a) what learning occurred for you in this experience, and (b) how can you apply this learning to your role as a nurse? Some responses addressed ways that nurses can promote independence through simple, effective measures. For example, Figure 2 Measuring clearance space.
to a postexperience survey were voluntary, anonymous, and not required to earn participation credit. The research office of the university approved this procedure. We Were Able to Experience Things for Ourselves – It Helped Me Learn More Student feedback is critical for knowing how experiences contribute to learning (Jeffries & Norton, 2005). The postexperience survey asked students to share what they liked and what to improve. Their comments helped agency staff and course instructors debrief the activity and propose changes. Student comments frequently described the experience as “interactive” and “hands-on,” and students expressed satisfaction with “being able to experience the disabilities.” One student said, “It put everything into perspective for me. It showed me the hard situations that people go through on a daily basis.” Students valued the professionalism of the CIL presenters and activity leaders: “I liked that the speakers were people with disabilities, so that we could get a first-hand perspective.” The leaders’ openness to answering questions put students at ease, facilitated interaction, and helped students understand “how different the world can be from a disabled person’s point of view and how . . . nurses can assist them.” Ideas for improvement included © 2015 Association of Rehabilitation Nurses Rehabilitation Nursing 2015, 0, 1–5
I can now sympathize with how difficult it is for blind patients to eat their food. I will be sure to orient the patients to their surroundings as well as how their food trays are laid out. This will help them to feed themselves more effectively. Frequently, responses focused on the affective learning domains of attending, responding, and valuing (Krathwohl, Bloom & Masia, 1999). Words and phrases such as “patience,” “communication,” “equality,” and “respect” conveyed students’ experience with sensing, taking in, honoring, and advocating for the autonomy and dignity of people with differing abilities. Students’ comments included the following: People with disabilities live challenging yet fulfilling lives and are equal in every way to people without disabilities. I can apply this to my role as a nurse by showing more respect now that I have firsthand experience. Do not stereotype, and truly care for a person with disabilities like you would for any other patient. I learned to address the person and not the disability – the same concept can also be applied to a person with a disease. The bathrooms were the most underequipped for people who are in a wheelchair. . . . I could not imagine
3
Novel Learning Experience
Key Practice Points Community Centers for Independent Living are key partners in undergraduate nursing education. Active learning experiences offer students opportunities to understand the strengths and challenges of people living with disabilities. Student feedback (reflective writing) guides assessment of learning outcomes and revisions for improving future education activities. Students make connections between simulated experiences and holistic nursing care that preserves independence and dignity of people with differing abilities.
the hardship that people with a disability would face if they were in need of a restroom and there was not one they could access. Discussion and Conclusion Students’ reflective writings illuminate their learning about barriers to independent living, the inspiration of people motivated to not let disability define them, and the nurse’s charge to advocate for equality. However, support is not universal for simulation activities that help people without disability understand disabilities. Recently, a higher education web log (blog) reported faculty perspectives on an annual campus event called “Walk & Roll in My Shoes.” Some held the viewpoint that although the annual event intends to “raise awareness and shape future policy decisions, [it] reinforces stereotypes and pity toward people with disabilities” (Straumsheim, 2013). A faculty member living with a disability expressed concern that “the event negates the personal experiences of living with a disability, instead promoting a superficial understanding of disabilities through a kind of parody” (Straumsheim, 2013). A diversity of opinion exists within the disabled community. A dRC independent living instructor, after reading the above blog, shared her perspective: I would be pleasantly surprised if “any” professor . . . would volunteer to Walk or Roll in my shoes. I can imagine only one professor I had during my time at [the university where I completed my degree] who “might” volunteer for such an event/experience. I do understand both viewpoints, but no one can completely understand all the aspects of anyone’s life. It is unfair to even expect that someone, no matter
4
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what venue is used, to ever understand/realize the everyday confrontations and/or complications of anyone’s life, disabled or otherwise. We [agency staff and volunteers] can only hope to place a glimmer into a person’s mind to help them understand why, we the disabled community, are fighting so diligently for equal access/independence. I believe this event is a great idea and I would like to see it presented to universities everywhere. (dRC staff member) The independent living staff and volunteers dedicated an afternoon of encouragement and enlightenment to help nursing students understand full integration within the community for those with different abilities. The value of the partnership is evident as it allowed students to participate in a novel active learning experience that led to growth in the affective domain. Students made a personal connection with a Center of Independent Living and became aware of the potential education resources for themselves. Should they have concerns about their nursing interventions, they will know where to go to get their questions answered. Assessment of long-term learning may the focus of future studies; however, one student’s reflection indicates what learning occurred on that afternoon – “how to be sensitive, aware, and respectful while providing care and to remember to treat the person – before the disability.”
References Association of Rehabilitation Nurses. (2015). History: What Do Rehabilitation Nurses Do? Retrieved from http:// www.rehabnurse.org/about/content/History.html Jeffries, P.R., & Norton, B. (2005). Selecting learning experiences to achieve curriculum outcomes. In D.M. Billings, & J. A Halstead (Eds.), Teaching in Nursing: A Guide for Faculty (2nd ed., pp. 187–212). St. Louis, MO: Elsevier Saunders. Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall. Krathwohl, D.R., Bloom, B.S., & Masia, B.B. (1999). Taxonomy of Educational Objectives: Book 2 Affective Domain. New York, NY: Longman. Neal-Boylan, L. (2013). Rehabilitation clients in the community. In F.A. Mauer and C.M. Smith (Eds.), Community/Public Health Nursing Practice: Health for Families and Populations (5th ed., pp. 659–678). St. Louis, MO: Elsevier Saunders. Straumsheim, C. (2013). Disability Awareness Draws Scrutiny. [Web log]. Retrieved from http://www.insidehighered.com/
© 2015 Association of Rehabilitation Nurses Rehabilitation Nursing 2015, 0, 1–5
P. McArthur et al.
news/2013/03/07/clemson-professors-criticize-trivializingdisability-awareness-event U.S. Department of Education. (2010). Centers for Independent Living. Retrieved from http://www2.ed.gov/ programs/cil/index.html Appendix: Restaurant Survey
RESTAURANT NAME Street address Phone number RESTAURANT CONTACT Contact name E-mail Web Site PARKING 1. Is there at least one of every twenty-five parking spaces in the restaurant’s private lot designated as an accessible parking space? 2. Is this restaurant located on or near a public bus route? ENTRY 3. Is the entrance to the restaurant accessed by level ground or by a low-incline ramp 36″ wide? 4. Is the entrance threshold less than 3/4″ tall? 5. Is the doorway clearance at least 32 inches wide? 6. Can the entrance door be opened with limited grasp? INTERIOR FEATURES 7. Are there aisles and pathways between chairs and tables that are 36″ wide? 8. Are all of the condiments accessible on counters that are within 36″ in height and within arm length of 25″ from edge? 9. Do any of the tables offer 27″ (from the ground) for knee space? 10. Is a menu offered in Braille and/or large print? If yes, circle which:
Novel Learning Experience
11. Does the restaurant welcome people with disabilities with service animals as required by ADA? 12. Do all fire and emergency alarms in public areas have both audible and visual signals? RESTROOMS 13. Can the restroom door be opened with minimal force/limited grasp? 14. Does the doorway leading to the restroom(s) have at least 32 inches of clearance space? 15. Is the aisle-way leading up to the accessible stall at least 42 inches wide? 16. Does the accessible stall door have at least 32 inches of clearance space? 17. Is the toilet seat 17″ – 19″ above the floor? 18. Are there grab bars behind and on the side wall nearest the toilet? 19. Measure the interior of the stall space (length and width): ______″ 9 ______″ 20. Is the counter with washbasin no higher than 34″ from the floor? 21. Is there 27″ of knee clearance under the sink? 22. Are soap and other dispensers no higher than 48 inches from the floor [at the point where the product is dispensed] 23. Can faucets be operated with a closed fist? What assistance and/or accommodations does this restaurant offer to persons with disabilities? (Pay attention to lighting and sound environment; are there closed caption TVs; special diets?) Surveyor Name & Date Surveyor Rating: _Limited _Good _Wow
BRAILLE LARGE PRINT
© 2015 Association of Rehabilitation Nurses Rehabilitation Nursing 2015, 0, 1–5
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