Feb 23, 2024 NRS 429V Assignment VARK Analysis
NRS 429V Assignment VARK Analysis
NRS 429V Assignment VARK Analysis
A learning style is a technique or the preferred way in which learners absorb, process, comprehend, and retain knowledge. There are various learning styles which are categorized based on the sensible approaches, which are either visual, auditory, read or write, and kinesthetic. The learning styles are found within the VARK model of students learning. VARK is an acronym for the four primary learning styles Visual, Auditory, Read and Write and Kinesthetic (VARK, 2019). The VARK model recognizes that learners have various approaches on how they process information, typically known as the preferred leaning mode. This essay will discuss learning styles for learners and will include a description of my learning style based on the VARK questionnaire. The paper will also explore the importance of educators identifying learners’ learning styles and application of learning styles in health promotion.
Personal Learning Style According to the VARK Questionnaire
My learning style as per the VARK questionnaire is Very Strong Kinesthetic. The VARK questionnaire results were Visual-2, Aural-2, Read/Write- 2, and Kinesthetic-12. The Kinesthetic learning style is defined as one where a learner understands effectively by using experiences and real things even though they are exhibited as images or on screens (VARK, 2019). In the Kinesthetic learning style, I prefer to encounter several experiences to promote understanding of concepts. Furthermore, ideas become valuable if they seem practical, real, and relevant to me, and I need to do something to understand it.
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Preferred Learning Strategies
The Kinesthetic learning style preference uses experiences and real things when they are presented in images and on screens. The preferred learning strategies in the Kinesthetic learning style include the use of autobiographies and documentaries, applications before learning theories, and the use of demonstrations and applying what one has learned (VARK, 2019). Individuals with kinesthetic preference prefer discussing real things in their life, prefer having their own experiences, doing thing things with others and making things happen through actions (VARK, 2019). In addition, they prefer tackling practical problems and using problem-solving techniques, they complete tasks and prefer outcomes that can be measured (VARK, 2019). Besides, they prefer being part of the team, being appreciated for their experiences and prefer interacting with individuals who apply their ideas as well as individuals who are relevant, concrete, and down-to-earth.
My preferred learning strategies are similar to a majority of the preferred learning strategies for the Kinesthetic learning style. For instance, I prefer learning to solve problems using real-life case scenarios and practical experiences since I understand things better and also retain the learned information for a more extended period. I understand concepts better when I learn them practically, such as through projects and lab practical. I prefer having a trainer who explains concepts using real-life scenarios, uses demonstrations to explain a theory, and allows me to apply theory in a real-life setting. When studying, I use case studies whereby I attempt solving the case scenarios to gauge my understanding of a concept. By using case studies and theory application, I can relate the information learned and find the information valuable and relevant.
NRS 429V Week 1 Assignment VARK Analysis Paper
Complete “The VARK Questionnaire: How Do I Learn Best?”
http://www.stellarleadership.com/docs/Approach%20to%20Learning/assessment/VARK%20Questionnare.pdf
Click “OK” to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:
Provide a summary of your learning style.
List your preferred learning strategies.
Compare your preferred learning strategies to the identified strategies for your preferred learning style.
Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).
Cite a minimum of three references in the paper.
Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, “I, we, our”) in your essay.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
NRS 429V Week 1 Discussion 1
Using the health belief model, how can nurses encourage patients to make immediate and permanent behavior changes; particularly as they relate to lifestyle choices?
Re: Topic 1 DQ 1
The educator role has long been presented as crucial for professional nurses. As the effects of shorter hospital stays and chronic ill-ness place greater responsibility for managing one’s own health care on clients, the effective implementation of the educator role will become even more important to client well-being. (Susan, 2003). Basic skills such as reading and writing are necessary for the patients to comprehend health education provided by their health care provider. In general, the term refers to a person’s reading and writing ability. Assessment is the first step in teaching. Assess the learning need, what type of a learner, and find out whether there is any barrier to learning. Take into consideration the age, mental status, cultural background, education level and the knowledge about the current health condition. (Whitney, 2018). Use simple terms that is easy to understand, ask the patient to explain the disease and treatment step by step.
Strategies to Develop Individual Care plan.
Development of technology has made easy availability of the educational resources, review with the client to make them understand what they need to know. Understand the patient’s learning style, that can make the teaching with better outcome. It is important for the patient understand the need for education. Consider the strengths and weakness of the patient, any visual or hearing impairment, so that teaching materials can be prepared accordingly. Include caregivers and family members while providing teaching. Alert them about any signs and symptoms that need medical attention. (Kluwer, 2017). Nurses need to collaborate with other health providers in planning care. Demonstration, return demonstration were noted to be good teaching strategies to improve learning.
Behavioral objectives are the action that describes the behavioral change the patient will learn to promote health. The objectives should be written in behavioral terms, specifying the desired outcome and incorporated into the nursing care plan. (Whitney, 2018)
References
Susan B.,( 2003)Nurse as Educator. Nursing Education Perspectives (National League for Nursing), 24(2), 98.
Grand Canyon University (Ed). (2018). Health promotion: Health & wellness across the continuum. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1.
Kluwer, W. (2017, august 23). 5 Strategies for Providing effective Patient Education. Retrieved from Expert Insights: www.Woters Kluwer.com
Whitney, S. (2018). Teaching and Learning Styles. Grand acanyon auniversity.
NRS 429V Week 1 Discussion 2
In the assigned reading, “How to Write Learning Objectives That Meet Demanding Behavioral Criteria,” Kizlik explained that “objectives that are used in education, whether they are called learning objectives, behavioral objectives, instructional objectives, or performance objectives are terms that refer to descriptions of observable behavior or performance that are used to make judgments about learning.” How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?
The majority of the time, nurses are in charge of patient education, which begins when a consult is requested and an appointment is made over the phone. The instructions ensure that clients arrive at the facility securely and ready for care initiation, accompanied by a responsible adult. From the beginning of care until the time of release, there is always the chance to teach. Teaching is continuously reinforced, and nurses use methods like closed-loop communication to make sure that instructions are being understood. Religious views, values, and culture are taken into account when a nurse starts to evaluate a patient. The patient is informed of their care needs and is able to make an informed decision about how to manage their own health needs by overcoming care barriers like literacy, education, and language (Whitney, 2018).
When determining the needs of each patient, the nurse educator must consult with all forms of care. Because nursing is directly involved in the management and implementation of each patient’s care requirements, patient education is accomplished through collaboration with other care modalities and nursing. Teaching is complete when the patient can accurately repeat to the nurse what has been taught. A nurse must specifically design and provide instruction once she has determined what the patient needs for learning to be effective. The focus for effective teaching should be on tools like reading materials, videos, and tutorials that enable patients and caregivers to ask questions and receive clarification. This will help the nurse to understand the patient’s learning issues (Honan, 2021).
Both new and seasoned nurses can benefit from continuing their education in patient education because elements that affect teaching, like the nurses’ comprehension of novel objects like lab tests or procedures to deliver patient education, could result in adverse patient outcomes. According to Honan, (2021), patient education is even more crucial because of the advantages it provides, including better patient care, higher patient compliance, a reduction in negative behavior, cost containment for health services, a drop in emergency department visits, and fewer hospital admissions.
Topic 1: Teaching and Learning Styles
Description
Objectives:
Evaluate personal learning styles.
2. Discuss the application of teaching strategies to support individualized nursing care plans.
3. Examine health promotion models used for behavioral change.
Study Materials
Health Promotion: Health and Wellness Across the Continuum
Description:
Read Chapter 1 in Health Promotion: Health and Wellness Across the Continuum.
The VARK Questionnaire
Description:
Complete “The VARK Questionnaire,” located on the VARK website.
Teaching Strategies to Support Evidence-Based Practice
Description:
Read “Teaching Strategies to Support Evidence-Based Practice,” by Winters and Echeverri, from Critical Care Nurse
(2012).
Patient-Education Tips for New Nurses
Description:
Read “Patient-Education Tips for New Nurses,” by Smith and Zsohar, from Nursing 2013 (2013).
Patient Education in Home Care: Strategies for Success
Description:
Read “Patient Education in Home Care: Strategies for Success,” by Ashton and Oermann, from Home Healthcare Now
(2014).
Course Code Class Code Assignment Title Total Points
NRS-429VN NRS-429VN-O502 VARK Analysis Paper 100.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%)
Content 80.0%
Personal Learning Styles According to VARK Questionnaire 20.0% Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire. Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. Personal learning style according to the VARK questionnaire is identified and basic summary is provided. Personal learning style according to the VARK questionnaire is identified and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.
Preferred Learning Strategies 20.0% Personal learning strategy content is missing. Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented. Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.
Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator) 20.0% Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is established. Some rationale or evidence is needed for support. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.
Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion) 20.0% Understanding the learning styles of individuals participating in health promotion, the correlation to behavioral change and achieving desired outcomes, and the accommodation of different learning styles is not discussed. Understanding the learning styles of individuals participating in health promotion and the correlation to behavioral change and achieving desired outcomes is partially presented; a correlation has not been established. Accommodation of different learning styles is incomplete. There are inaccuracies. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is generally presented; a general correlation has been established. More rationale or evidence is needed to fully establish correlation. Accommodation of different learning styles is summarized. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed; a correlation has been established. Accommodation of different learning styles is discussed. Some detail or minor support is needed. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes.
Organization and Effectiveness 15.0%
Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
Format 5.0%
Paper Format (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
A learning style is a technique through which learners collect, search through, interpret, organize, make conclusions, and preserve knowledge. Learning styles are grouped as per sensory approaches; namely, visual, aural, read or write, and kinesthetic (Whitney, 2018). Visual learning style is whereby learners understand by use of visual tools while in aural, they understand well when they listen to instructions. The read or write learners learn best through reading or writing while in the kinesthetic group, learners gain knowledge and understanding when they are allowed to touch and feel (Whitney, 2018). The purpose of this paper will be to explore learning styles and strategies for learners. I will include a summary of my learning style as per the VARK questionnaire and the importance of identifying learning styles for educators and in health promotion.
Personal Learning Style
My learning style preference, according to the VARK questionnaire, is Strong Kinesthetic (VARK 2019). Kinesthetic preference is described as one that a learner uses experiences and real things even when they are displayed as images and on screens. My VARK results were as follows: visual-0, Aural 4, Read or Write- 3, and Kinesthetic 9 (VARK 2019). As per my learning style, I prefer to have more experiences to enhance understanding of concepts.
Preferred Learning Strategy
My preferred learning strategy is using practical experiences and real-life case studies to solve problems. By using a practical approach, I understand the concept better and also retain it for an extended period. Besides, I consider ideas to be valuable if they sound real, practical and relevant to me. I also need to do things practically to understand. Furthermore, I prefer a feedback that involves a face-to-face discussion whereby I am shown examples of projects that demonstrate success or failure. Moreover, I prefer trainers who use examples of real-life occurrences when explaining a point since I remember the examples and relate them with the concept learned. When assessing my understanding, I look at case studies and try to solve them with the gained knowledge to determine if the theory is valuable to real-life situations.
My learning style is in line with the identified learning strategies identified for individuals with a kinesthetic strategy. According to the VARK results, people with my learning style preference like to be trained or learn through practical exercises, examples, experiences, case studies, trial and error, and using things that are real (VARK 2019). They prefer learning from autobiographies and documentaries and applications before studying theories. Besides, they prefer to have demonstrations done before applying what they have learned and like having conversations about the real things in their lives (VARK 2019). Their own experiences are more valuable than the experiences of others, and they prefer undertaking activities with others through actions and making things happen (VARK 2019). Furthermore, they enjoy working on practical problems where they gain problem-solving techniques.
Importance of Identifying Learning Styles for Learners as an Educator
An individual’s learning style determines the degree to which one acquires knowledge and skills since individuals understand better either by visualizing, hearing, reading, or being hands on (Whitney, 2018). Further, individuals learn better when the teaching style used suits their learning style hence making them memorize what they learned during the educational activity. When educators promote a learning environment that addresses the learning styles of learners, the latter can study better and feel more comfortable in their unique styles rather than having to adapt to the changing teaching styles used by the former (Bastable, 2017). Educators need to identify the learning styles and preferences of learners since it helps not only the educator but also the learner in being more effective in the learning process.
By understanding a learner’s learning style; an educator can determine the type of teaching method, resources and teaching methods to use. For instance, auditory learners will best learn through discussions, tape recordings, seminars, and discussions, and they will probably enquire on what they have not understood (Bastable, 2017). Besides, tests for auditory learners will be best conducted using oral examinations. Moreover, by making learners aware of their learning style, educators can empower them to identify the necessity of each learning style for various disciplines.
Learning Styles and Health Promotion
Health providers need to identify the learning styles of individuals when conducting health promotion to ensure that they will learn, understand and practice the health messages provided to promote better health outcomes. Individuals tend to be interested in health education messages when their learning style is considered during health promotion (Kangovi & Asch, 2018). Learning styles affect behavior change as individuals modify their behaviors based on what they saw, heard or practiced in the health promotion programs. An individual’s learning style determines the possibility of modification of behavior as the patient understand and master information faster and easier when their learning preferences are utilized (Kangovi & Asch, 2018). The different learning styles can be accommodated in health promotion by targeting all the senses when providing health education (Sharma, 2016). For instance, when educating individuals on the prevention of diseases, lectures and seminars can be held which target auditory learners and images and videos can enhance the sessions to target visual and kinesthetic learners. In addition, health education pamphlets can be administered for individuals to read further, which targets read and write learners (Sharma, 2016). During health promotion sessions, case studies can be presented for the learners to discuss and come up with solutions which can suit kinesthetic and auditory learners.
Conclusion
In summary, learning styles, according to VARK, include visual, aural, read or write, and kinesthetic. Learners learn best when the teaching style is tailored to suit their learning style. It is, therefore, essential for educators to identify their learners learning style to promote a comfortable learning environment and enhance their understanding. It is also essential for health educators to understand the learning styles of individuals, including their patients during health promotion programs. Modification of behavior is enhanced by the utilization of appropriate teaching styles that suit learner’s preferences. Besides, different learning styles can be incorporated during health promotion programs to meet the preferences of all learners.
References
Bastable, S. B. (2017). Nurse as educator: Principles of teaching and le
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