Self-Directed Learning Experiences

A central pillar of my Doctor of Physical Therapy capstone portfolio showcasing professional growth beyond standard coursework. Explore my evidence-based initiatives across clinical teaching, social responsibility, and community prevention.

Teaching & Clinical Education

During my clinical rotation, I was given the opportunity to develop and present in-services for the clinic staff. The first focused on how energy drink consumption can affect productivity and performance, while the second that I plan on doing at the beginning of November 2026 will cover concussions and the role of physical therapy in concussion management. These in services helped me build confidence as an educator and apply several DPT competencies related to communication, education, evidence-based practice, and professional development.

When preparing the presentations, I considered the staff’s different levels of knowledge and focused on information that was practical and relevant to the clinic. This allowed me to practice using evidence-based information and communicating it in a way that was meaningful to the audience. I used evidence, visuals, examples, and discussion to keep the presentations engaging rather than relying only on lecture. I encouraged questions and adjusted my explanations based on the responses and discussion from the group. This helped me practice effective communication and recognize the importance of adapting my teaching style to the needs and experience level of the learner. The questions and discussion also served as an informal way to assess whether the learning objectives were being met.

These experiences reinforced the role of the physical therapist as an educator for patients, caregivers, coworkers, and other healthcare professionals. They also helped me develop my professional communication skills and become more comfortable sharing evidence-based information with others. Moving forward, I would like to incorporate more interactive activities and formal methods of assessing learning into future educational sessions. Overall, these in-services helped me demonstrate growth in communication, evidence-based practice, education, and professional responsibility as a developing DPT.

Energy Drink In-Service

Prevention & Wellness

During my second clinical rotation, I worked in a SNF with older adults who presented with weakness, decreased mobility, balance deficits, and general deconditioning. Through my interactions with these patients, I recognized the importance of fall prevention, maintaining strength, and promoting independence with daily activities as important wellness needs for this population. There were often times where even in an in-patient setting, patients would experiences falls that would have to be reported by the staff. My prevention plan would not only address those in acute rehabilitation, but those in assisted living where patients are independent to a certain degree, but present with a high fall risk.

Senior Citizen Wellness and Fall Prevention Program

Target Population:
Older adults living in an assisted-living facility and senior residentials, particularly individuals with decreased activity levels, lower-extremity weakness, balance deficits, or a history/risk of falls.

Identified Need:
Many older adults become less active because of fear of falling, weakness, fatigue, or decreased confidence with mobility. Reduced activity can lead to further weakness, decreased balance, and loss of independence, which can increase fall risk. The goal of this program is to safely increase daily movement while improving strength, balance, mobility, and confidence.

Program Goal:
Increase participation in safe physical activity and functional movement to reduce fall risk and maintain independence with daily activities.

Intervention Plan

1. Daily Movement Program

Encourage residents to participate in short bouts of movement throughout the day rather than relying only on one exercise session.
Encourage walking to meals, activities, and common areas when safe.
Use brief 5–10 minute movement sessions throughout the day.
Encourage residents to avoid prolonged periods of sitting when possible.

2. Group Exercise 2–3x/week
A 30–45 minute supervised class could include:

LE & UE strengthening exercises
Balance training
Mobility exercises
Stretching
Transfer training
Sit-to-stand practice

Exercises can be modified based on each resident's abilities and use of assistive devices.

3. Fall Prevention Education
Provide residents and staff with education on:

Proper use of assistive devices
Wearing appropriate footwear
Keeping walking paths clear
Adequate lighting
Using handrails
Taking time when transitioning from sitting to standing
Recognizing fatigue and dizziness
Reporting changes in balance or mobility

4. Staff and Caregiver Involvement
Educate facility staff on encouraging residents to move safely throughout the day rather than completing all activities for them when they are capable of doing them independently. Staff can provide reminders and opportunities for walking and exercise during normal daily routines.

Progression and Monitoring

Residents could be reassessed every 4–6 weeks using functional measures such as the Timed Up and Go (TUG), 5x Sit-to-Stand, gait speed, or a balance assessment. Attendance, daily walking participation, falls, and self-reported confidence with mobility could also be tracked.

The program would be progressed by increasing repetitions, duration, resistance, walking distance, balance challenge, or functional complexity while maintaining safety.

Expected Outcomes

The program would aim to:

Increase daily physical activity
Improve lower-extremity strength
Improve balance and mobility
Increase confidence with movement
Reduce fear of falling
Decrease fall risk
Maintain independence with daily activities
Encourage long-term participation in physical activity

Overall, the program would focus on making movement a regular part of residents' daily routines rather than treating exercise as something that only happens during a scheduled therapy session. This approach can help older adults remain active, independent, and engaged in their community while reducing modifiable fall-risk factors.

Social Responsibility

During my clinical education, I had the opportunity to participate in community service experiences that allowed me to practice social responsibility: volunteering at a Special Olympics bowling event and participating in a volunteer concussion screening event at Bishop Gorman High School. Both experiences allowed me to use my developing skills as a physical therapy student to support the health, wellness, and participation of individuals in my community.

Special Olympics

At the Special Olympics bowling event, I was able to support athletes in an inclusive and encouraging environment. This experience reminded me of the importance of accessibility, inclusion, and treating every individual with respect regardless of their abilities. I aided in helping participants find their respective lanes along with serving as moral support during the competition. Being involved in the event allowed me to contribute to the community while also seeing how physical activity can promote social connection, confidence, and overall well-being.

Volunteer Concussion Screening

During my volunteer experience at Bishop Gorman High School, I assisted in administering baseline concussion screenings and functional assessments for student athletes in multiple sports for both genders. This opportunity allowed me to apply evidence-based sideline assessment tools, educate students on reporting symptoms, and collaborate with athletic trainers and healthcare staff. It highlighted the essential role physical therapists play in youth sports safety, injury prevention, and community-wide concussion management.