NRS 429V Week 1 Assignment VARK Analysis Paper
NRS 429V Week 1 Assignment VARK Analysis Paper
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.
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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.
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?”
- 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?
Describe the nurse’s role and responsibility as health educator. What strategies, besides the use of learning styles, can a nurse educator consider when developing tailored individual care plans, or for educational programs in health promotion? When should behavioral objectives be utilized in a care plan or health promotion?
Re: Topic 1 DQ 1
A nurse’s profession entails a large amount of patient education. Patients who receive education are better able to enhance their health. Assessment is the first step a nurse must take when teaching a patient. Because each patient has a unique learning style, educational level, values, and belief system, patient assessment is required. Nurses are also in charge of determining whether there are any learning barriers. Culture, health disparities, environmental, language, literary, and physiological barriers are only a few of them. (Whitney, 2018) A nurse’s purpose as a health educator is to educate individuals on how to make educated health decisions, avoid diseases, and promote health.
Nurse educators can work with an interdisciplinary team to create a personalized care plan for each patient. Assessing the readiness and motivation of the patient is a key tool for effective education. (Smith & Zsohar, 2013) The nurse educator should use tactics that will assist the patient gain more knowledge, feel less anxious, be more satisfied, and have better outcomes. (Roxanne, n.d.) Various successful approaches, such as computer technology, audio and videotapes, textual materials, and demonstrations, can be employed to attain these aims. Various instructional tactics that were employed in tandem were also beneficial. Furthermore, systematic, culturally relevant, and patient-specific instructions have been shown to be superior to ad hoc or generalized teaching. When a patient is willing to learn and change, behavioral objectives should be included in their treatment plan.
Whitney. (2018). Teaching and Learning Styles. In Health Promotion [Review of Teaching and Learning Styles. In Health Promotion].
Smith, J. A., & Zsohar, H. (2013). Patient-education tips for new nurses. Nursing, 43(10), 1–3. https://doi.org/10.1097/01.nurse.0000434224.51627.8a
Roxanne, C. (n.d.). Effective Teaching Strategies and Methods of Delivery for Patient Education: A Systematic Review and Practice Guideline Recommendations [Review of Effective Teaching Strategies and Methods of Delivery for Patient Education: A Systematic Review and Practice Guideline Recommendations].
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?
Describe a health promotion model used to initiate behavioral changes. How does this model help in teaching behavioral changes? What are some of the barriers that affect a patient’s ability to learn? How does a patient’s readiness to learn, or readiness to change, affect learning outcomes?
Re: Topic 1 DQ 2
Lifestyle improvements may be achieved via a combination of improved awareness, behaviour modification, and the creation of an environment that promotes good health habits. According to World Health Organization, “health promotion is the process of making people take or increase control over and improve their health. It moves beyond a focus on individual behaviour and instead towards a wide range of social and environmental intervention” (World Health Organization, 2017). Health promotion aims at “increasing energy, improving productivity, accomplishing goals” (Rural Health Information Hub, n.d).
The health belief model is one of the most frequently used health behaviour theories, Jones et al. (2014). The HBM predicts health behaviour using six Concepts. “Risk responsibility, risk severity, action benefits, obstacles to actions, self-efficacy, and action cues” (Jones et al., 2018, Para.2). The HBM clarifies health habits that predicts if the patient is willing to change. The healthcare team utilizes this information to obtain more information about patients which will help them assist them in making better decisions.
Learning obstacles such as a patient’s lack of preparedness and desire to learn, as well as a lack of awareness of the significance of learning, all have an impact on the patient’s capacity to learn. The patient’s emotional, physical, environmental, and physiological setup may all serve as impediments to his or her ability to learn.
Patient readiness and willingness to learn or modify behaviour have a significant impact on the outcome of the learning experience. When a patient is corporative, it is much easier to educate him or her to adopt new healthy habits. The result is always contingent on the patient’s desire to learn and comprehend whatever knowledge you are imparting to him or her.
Jones, C.L Jensen, J.D, Scherr, C.L., Brown, N.R. Christy, K., Weaver, J. (2014). The Health Belief Model as an explanatory framework in communication research: exploring parallel, serial, and Moderated Mediation.
Health Communication, 30(6), 566-76. Rural health information Hub. (nd.). Defining health promotion and disease prevention, Retrieved from https://www.ruralhealthinfo.org/toolkits/health-promotion/1/definition
World Health Organization, (2017, October), Health promotion, Retrieved from https://www.who.int/topics/health-promotion/en
Topic 1: Teaching and Learning Styles
- 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.
Health Promotion: Health and Wellness Across the Continuum
Read Chapter 1 in Health Promotion: Health and Wellness Across the Continuum.
The VARK Questionnaire
Complete “The VARK Questionnaire,” located on the VARK website.
Teaching Strategies to Support Evidence-Based Practice
Read “Teaching Strategies to Support Evidence-Based Practice,” by Winters and Echeverri, from Critical Care Nurse
Patient-Education Tips for New Nurses
Read “Patient-Education Tips for New Nurses,” by Smith and Zsohar, from Nursing 2013 (2013).
Patient Education in Home Care: Strategies for Success
Read “Patient Education in Home Care: Strategies for Success,” by Ashton and Oermann, from Home Healthcare Now
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%)
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.
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.