Running Head: RICHMOND REHABILITATION CENTER FOR THE BLIND & VISION IMPAIRED 1

Richmond Rehabilitation Center for the Blind & Vision Impaired

Megan Holowaychuk

Professor Kathy S. Faw RN, MSN

Bon Secours Memorial College of Nursing

NUR 3113

February 20, 2017

Honor Code “I pledge.”

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Noticing

The Richmond Rehabilitation Center for the Blind & Vision Impaired is a school where

those with visual impairments go to learn skills that help them to live independently. The first

thing that was pointed out to us on arrival was their motto, “Go confidently in the direction of

your dreams. Live the life you’ve imagined.” (Roane, n.d., para 1). The whole time we were at

the center, everyone really pushed the idea of empowerment. While there, we observed a

computer/keyboarding class. We also got to see a glucometer that speaks to you as well as learn

how someone that is visually impaired is able to use it. What really struck me as amazing was

how open everyone was that we talked to about their blindness. They just wanted us to learn that

being blind is not a disability and that people can go about a regular independent life even if they

are blind. My expectations were far excited during this experience.

Interpreting

I think my values and beliefs are the biggest contributor to my attitude and personality.

To me it’s important to listen to others and hear what they’re saying instead of listening just to

respond. However, I think sometimes I let my lack of knowledge in some areas mislead me into

assumptions. The only problems I noticed while here was how the community in general

perceives blindness versus how being blind actually is. I think society as a whole really

misinterprets what it means to be blind. One huge solution to being visually impaired is

technology. iPhones in general are a huge asset for those that are visually impaired, it helps

anyone with any kind of visual impairment to be more independent. Other solutions within the

medical field are having audible equipment such as: glucometers, thermometers, blood pressure

cuffs, and even scales.

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Responding

The biggest need of this community is just education and direction to the right resources.

I think the gift that I offered is just the ability to understand how those with visual impairments

wish to be seen and treated in a healthcare environment, all anyone at the facility wanted was for

us to take the information that we learned and to put it into practice. The gift I learned is how to

treat those with visual impairments, which is to treat them just as I would treat someone that had

perfect vision. The biggest thing for me to continue to learn is all the different types of visual

impairments and how even though someone may use a cane to walk, they still may have some

vision.

Reflecting

This service-learning has pushed me to be a better and more successful student so that I

can share what I’ve learned with others and empower those around me. Personally, I believe that

this experience has opened my eyes to a whole population that I had been stereotyping without

even knowing. It’s taught me to keep my mind open and let others teach me. I think that we can

learn so much from each person on this earth, every person has their own story and outlook on

life. This is something that I’m still trying to learn and tell myself every day.

Conclusion

In conclusion, this experience opened my eyes to a community that I knew nothing about.

I got to see and learn all sorts of new things that opened my eyes to visual impairments and

blindness. I learned that more than anything, there is a huge stigma against those that have visual

impairments because they are seen as disabled. However, the people in this community are

independent and live a regular life if they are given the proper skills and teaching.
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References

Roane, M., (n.d.). Virginia Rehabilitation Center for the Blind and Vision Impaired. Retrieved
from https://www.vrcbvi.org/default.htm
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POST-ACTIVITY REFLECTION ASSIGNMENT

The post-activity reflection assignment is a combination of personal reflection and a small group
presentation. The members of the small group will be assigned by the instructor of the course. A
student’s individual grade is the combination of points from each of these aspects.
Submit in APA VI style presented professionally, written in a Points Points
scholarly tone, and include cover page and reference list. Possible Earned
Personal Reflection Questions
Reflect upon your personal experience in this service-learning activity, using the following
key components:
Note: you may answer these questions about the overall activity or you may choose to reflect
upon an interaction with an individual, a conversation, a specific incident, etc, that occurred
during the activity. Answer your questions as completely and concisely as possible as
grading will be based on quality and not quantity.
1. Noticing: Provide some background information about what 10
you will discuss here— what is the “story”? What did I
observe? What did I see & hear? What did I do? What
expectations were met or not met?

2. Interpreting: How do my values and experiences as part of a 10

certain cultural, racial, ethnic, religious group, socioeconomic
status group, etc, shape what I see and hear? What problems
did I see? What assets/ solutions to problems did I see?

3. Responding: What have I learned about the needs of this 5

community? What gifts did I offer? What gifts did I learn?
What else do I need to learn to best meet the needs of this
population in the future?

4. Reflecting: How has this service-learning activity influenced 10

my academic life? How has this service-learning experience
affected my personal life? Has this experience changed my
ideas of or approaches to interacting with people?

5. APA VI – Citation - References 5

Total Personal Reflection Points: 40

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Small Group Presentation

Working with your group, develop a creative presentation that visually and symbolically
represents what the service-learning experience has meant to you, integrating concepts from
fine art, religion, literature, and/ or music.
[Note: you may NOT use photographs of individuals served during the activity]
1. Presentation conveys a reflection upon thoughts and feelings 4
about the service-learning experience
2. Presentation has components of fine art, religion, literature, 3
and/or music.

3. Presentation is less than 3 minutes. 2

4. It is apparent that all students in the group have contributed 1

equally.

Total Group Presentation Points: 10

TOTAL POST-ACTIVITY ASSIGNMENT POINTS: 50