NRS 429 Week 1 Assignment Complete “The VARK Questionnaire: How Do I Learn Best?”
The primary goal of learning is to deliver information and ensure that learners can apply the knowledge gained to real-life settings. Since learners are differently gifted, educators should apply learning approaches that suit learners’ needs and characteristics. It is always crucial to ensure that learning strategies maximize learners’ strengths and enable them to capture information as much as possible. Awareness of learning styles is the foundation of success in the learning process. It influences teaching and learning and guides educators when creating teaching and learning plans. This paper describes my learning style based on the VARK questionnaire and the connection between understanding learning styles and achieving the desired outcomes when teaching different learners.
The VARK questionnaire is a valuable tool for understanding the self as far as learning preferences are concerned. Completing it shows a person’s preferred learning style and characteristics to ensure that they understand how to learn effectively. My VARK results were visual 3, aural 5, read/write 5, and kinesthetic 8. Mangal and Mangal (2019) described kinesthetic learning as the tactile approach characterized by learning from physical experience. It is the same in this case since the method’s dominant characteristic is perceptual preference. Scoring highly in the kinesthetic domain shows that I like learning from experience and practice.
To a significant extent, kinesthetic learning involves being connected to reality. I am more inclined to practical hands-on experiences and demonstrations instead of listening to long lectures. I also like learning through displays and being in a learning setting where I am highly engaged through conversations about the subject matter. These strategies resemble the description of kinesthetic learning in the VARK analysis. It has been described as an approach where knowledge is gained through personal experience, real-life examples, practice, and simulation. Accordingly, there is a close resemblance to what I prefer and enjoy as a learning method.
Individual Learning Styles and Understanding Educational Activities
Although learning contexts and objectives differ, learning cannot be presumed to have occurred if learners cannot apply the knowledge gained for the intended purposes. Matching the learning style to the learners’ needs and characteristics enhances understanding since they are motivated to learn and remain keen throughout the learning process. According to Lawrence et al. (2020), each learning style uses a different part of the learner’s brain, implying that teaching them with a style that does not match their needs limits their understanding potential. As a result, teaching will occur, but the comprehension of what is taught will not occur. In this case, the degree of understanding is directly proportional to the extent to which a learning style matches learners’ needs.
Before starting teaching or creating a teaching plan, educators should identify individual learning styles and preferences. Darling-Hammond et al. (2020) emphasized the need for educators to understand individual learning styles and preferences since it enables them to implement best practices strategies into the learning process as they ensure that activities and assessments enhance learning outcomes. Such awareness ensures that educators modify the learning setting in a way that encourages learning and avoids the educator’s biases from eclipsing learners’ preferences. Generally, the learning becomes learner-centered, which should be encouraged since learners’ potential differs across learning contexts.
Individuals participating in health promotion programs usually differ in age, needs, origins, and understanding potential, among other elements. Using a general learning approach cannot address the needs of the entire group. Darling-Hammond et al. (2020) posited that educators should consider individualizing the instruction to help learners understand and grasp educational concepts. The same applies to a scenario where individuals participate in health promotion. Understanding their learning styles helps modify the learning process by using learning strategies that make the participants enjoy learning, ask questions, and retain information. It ensures that learning resources are used maximally and to the benefit of the learners.
Educators in the nursing field differ from other professionals since the primary goal is to encourage practice. Teaching nurses, patients, or a similar student group, is expected to prompt a behavior change. In agreement with Arlinghaus and Johnston (2018), behavior change occurs when the knowledge gained from the learning process sticks in the learner’s mind. Since the emphasis of learning is changing behavior, learning styles affect behavior change depending on how they promote permanency of knowledge in the learner’s mind. Choosing the wrong style does not promote the desired behavior change. Educators should understand the characteristics and needs of learners and apply learning styles that promote the desired behavior change. In health promotion, different learning styles can be accommodated by engaging learners differently. Learners can be engaged in conversations and asked to make oral summaries about a health care issue. Demonstrations can be done at some point, and presentations and simulations considered in other instances. Learners can also take notes on some concepts. Engaging them differently ensures that different learning styles are incorporated.
In conclusion, successful learning has much to do with what occurs during the teacher-student engagement. Due to learners’ differences in age, exposure, and comprehension levels, among other factors, learning should be modified to address their specific needs and characteristics. The VARK questionnaire results show how learners differ according to learning styles. Understanding the differences in learning styles ensures that educators can motivate learners and enable them to grasp and retain content and apply it to real-life situations. It is the foundation of individualized learning which enhances learning outcomes.
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Arlinghaus, K. R., & Johnston, C. A. (2018). Advocating for behavior change with education. American Journal of Lifestyle Medicine, 12(2), 113–116. https://doi.org/10.1177/1559827617745479
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
Lawrence, B. C., Ntelioglou, B. Y., & Milford, T. (2020). It is complicated: Learning and teaching Is not about “Learning Styles”. Everything You and Your Teachers Need to Know About the Learning Brain, 59. https://kids.frontiersin.org/articles/10.3389/frym.2020.00110
Mangal, S. K., & Mangal, L, S. (2019). Psychology of learning and development. PHI Learning Pvt. Ltd..
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?
According to the family systems theory, a member of a family has to change its behaviors and influence everyone in the family to follow along and change to promote health and wellness. An example is a family member with a history of obesity decides to lose weight and creates a diet plan and exercise regimen and encourages the rest of the family to join him in the journey of losing weight. Behavioral changes when an individual decides to change for the better and act on it.
The family systems theory helps in teaching behavioral changes because once a family member is involved in the plan of care and already decides to take part in the process of helping to live a better lifestyle, it is much easier to influence the rest of the family.
According to the ebookHealth Promotion: Health & Wellness Across the Continuum, variables that affect the ability to learn are race, ethnicity, immigration status, disabilities, sex/gender/sexual orientation, environmental threats, poverty, access to health care, and lack of education can be barriers that affect a patient’s ability to learn and move forward with the behavioral changes.
A patient’s readiness to learn to change their lifestyle for a better life improves the learning outcomes because once a patient understands the reasoning behind the need for the change, it is easier to change its bad habits to new habits and live a healthy lifestyle.
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/
This is an outstanding response Ronald. I agree with it. Health conditions tend to emanate from intricate factors such as those advanced by social, economic, and political determinants. Health is determined by the manner in which societies are structured and how health policy agendas are influenced by the political nature in the society (Laverack, 2017). Health promotion interventions that address behavioral risks are capable of supporting policies to enhance health or uphold inequalities in a society. This is attributed to the fact that behavioral change models have insignificant impact on wider conditions that result in poor health. Therefore, any health promotion model intended to initiate behavioral changes should be adopted as a component of a winder, inclusive policy framework. Ensuring a comprehensive and multi-component health promotion model is appropriate in changing bad behaviors that can cause negative health effects (Laverack, 2017). Advancing health promotion model through a strong policy framework is crucial in giving people greater control over their lives instead of instructing them on what to do.
Laverack, G. (2017). The challenge of behaviour change and health promotion. Challenges, 8(2),