NRS 429 Provide A Summary Of Your Learning Style According The VARK 

 Grand Canyon University NRS 429 Provide A Summary Of Your Learning Style According The VARK –Step -By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 429 Provide A Summary Of Your Learning Style According The VARK  assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NRS 429 Provide A Summary Of Your Learning Style According The VARK 

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 429 Provide A Summary Of Your Learning Style According The VARK  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NRS 429 Provide A Summary Of Your Learning Style According The VARK 

The introduction for the Grand Canyon University NRS 429 Provide A Summary Of Your Learning Style According The VARK  is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NRS 429 Provide A Summary Of Your Learning Style According The VARK 

After the introduction, move into the main part of the NRS 429 Provide A Summary Of Your Learning Style According The VARK  assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NRS 429 Provide A Summary Of Your Learning Style According The VARK 

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NRS 429 Provide A Summary Of Your Learning Style According The VARK 

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NRS 429 Provide A Summary Of Your Learning Style According The VARK  Included After Question

A Sample Answer For the Assignment: NRS 429 Provide A Summary Of Your Learning Style According The VARK 

Title:  NRS 429 Provide A Summary Of Your Learning Style According The VARK 

A learning style refers to how a learner best absorbs, processes, uses, and retains information. Learners process information differently and thus learn optimally. Learning styles comprise concrete experience, reflective observation, theoretical conceptualization, and active experimentation. The five learning styles that have been identified are Visual, Auditory, Read/Write, and Kinesthetic, resulting in the acronym VARK (İlçin et al., 2018). It is crucial for educators to identify a learner’s learning style to utilize teaching methods that maximize learning. Besides, learners can identify their learning styles to determine what study methods, learning environment, and activities enable them to learn best. The purpose of this paper is to identify those learning styles and its attendant elements via the analysis of the VARK questionnaire.

Personal Learning Styles According to VARK Questionnaire

As per the VARK questionnaire, my learning style is a very strong visual. My scores were: Visual-16, Aural-1, Read/Write- 8, and Kinesthetic- 5. Individuals with a very strong visual learning style prefer to learn from different formats, diagrams, graphs, maps, interesting layouts, and spaces. Individuals with this learning style use symbolism and various formats, fonts, and colors to highlight important points (VARK Learn Limited, 2019). However, the learning style does not include video and pictures that depict real images, and it is not visual simply because it is displayed on a screen.

Preferred Learning Strategies

A learning strategy refers to a person’s approach to organizing and applying a certain set of skills to learn information or complete other tasks more effectively and efficiently in academic and non-academic settings. My learning strategies include drawing symbols and pictures. I use symbols like exclamation points for vital information, question marks for confusing content or one needing further reading, and stars for content that I fully understand. Besides, I prefer illustrating complex concepts and processes. In addition, I use flashcards to help me remember key terms and crucial information. I also create charts and graphs, especially when reading information that can be organized as a graph or chart, since seeing information in a structured format helps in remembering. Furthermore, I create outlines to structure large amounts of information that I need to study using headings, subheadings, and bullet points, which helps prepare for tests and exams.

My preferred learning strategies compare to the identified strategies for the Visual learning style. They both involve drawing things, studying with plans, maps, and diagrams, and using written information that has graphs, charts, and diagrams. Like my strategy, the Visual style prefers a page to have a different layout, striking or unusual, which is often more essential than the content (VARK Learn Limited, 2019). Furthermore, both learning strategies prefer turning tables of figures into graphs, reading words and converting them into own-designed diagrams, and utilizing symbols. 

Learning Styles Effect on Educational Performance and Importance of Identifying Learning Styles for Learners as an Educator

A learner’s learning style has a significant direct impact on their academic performance. The impact of the learning style on a learner’s personality is also significant. According to Cletus and Eneluwe (2020), what affects a student’s learning style and improves academic performance is no longer dependent on chalk, talk, and other learning material but on how the individual learns in the learning process. Each learner has a different cognitive ability and preferences in receiving and processing information. This is because some learners appreciate learning through visual (reading), some prefer learning through the verbal form (physical lectures), while others choose to learn by engaging or practicing what they have been taught (Cletus & Eneluwe, 2020). Therefore, a student will better process information if the teaching methods align with their learning style. As a result, when the teaching strategies match a student’s learning style, they process and retain information more effectively, positively impacting their academic performance.

It is crucial for an educator to understand students’ learning styles and preferences to help them learn effectively. By understanding the learning styles of each learner, it becomes easier for the educator to incorporate teaching styles using various techniques and approaches (Aboe, 2018). Besides, mastering strategies and methods for teaching influences learners’ ability to absorb, process, and retain the content and subject matter. In general, it is essential for the educator to apply combined teaching methods and strategies so that students with different learning styles can learn and retain the taught material effectively (Aboe, 2018). Furthermore, it is essential for the educator to utilize various teaching and to facilitate methods that stimulate and promote interactivity for learners.

Learning Styles and Health Promotion

Nurses occupy a critical role in patient education. To facilitate and support patients and

family decision-making, and to improve health outcomes, nurses are expected to

possess expert instructional skills.

Nurses play a critical role in health promotion. They are expected to have exceptional instructional skills to facilitate and support behavior change in individual patients and the community. Improving the effectiveness of health promotion efforts is a major goal for health care providers as it enables them to achieve the desired outcome. Identifying the learning style of patients and individuals in the community and then tailoring the teaching strategies to meet the individual styles increases motivation, improves retention, and makes the health promotion sessions more effective (Mangold et al., 2018). Furthermore, evaluating individuals’ learning styles and the context in which learning on behavioral change occurs, allows for a personalized approach that integrates teaching modalities that maximize patient learning.

Adults engage in health promotion programs to improve knowledge and change skills, behavior, and attitude. It is essential that the healthcare consumer is aware of the importance of health information since adults are motivated by their need to understand information (Mangold et al., 2018). Therefore, the nurse must be flexible in the teaching methods and vigilant in assessment to determine congruence between patients’ learning styles and learning outcomes from health promotion.

Conclusion

Learning styles include visual, auditory, read/write, and kinesthetic. A learning style is a strong cognitive tool that can impact learners’ academic performance if effectively adopted and well-managed. Educators should consider students’ learning styles and tailor teaching methods and strategies with this in mind to promote maximum learning. Nurses should also identify patients’ and individuals’ learning styles during health promotion to enable them to process the health information and modify their lifestyle practices.

References

Aboe, R. M. (2018). Correlation Between Students Learning Style and Their Learning Achievement. In Seminar Nasional Pendidikan Conference.

Cletus, D., & Eneluwe, D. (2020). The impact of learning style on student performance: mediate by personality. International Journal of Education, Learning and Training. https://doi.org/10.24924/ijelt/2019.11/v4.iss2/22.47

İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC medical education, 18(1), 1-8. https://doi.org/10.1186/s12909-018-1400-2

Ling, A. S., Basit, A., & Hassan, Z. (2018). Does learning style impact student academic performance. International Journal of Education, Learning and Training, 2(2), 1-13.

Mangold, K., Kunze, K. L., Quinonez, M. M., Taylor, L. M., & Tenison, A. J. (2018). Learning Style Preferences of Practicing Nurses. Journal for nurses in professional development, 34(4), 212–218. https://doi.org/10.1097/NND.0000000000000462

VARK Learn Limited. (2019). The VARK questionnaire. Retrieved from http://vark-learn.com/the-vark-questionnaire/

A Sample Answer 2 For the Assignment: NRS 429 Provide A Summary Of Your Learning Style According The VARK 

Title:  NRS 429 Provide A Summary Of Your Learning Style According The VARK 

Education has been one of the longest fundamental roles of nurses in patient care. Education starts right from patient admission. As health educators nurses have the role of improving everyone’s health (Whitney, 2018). Nurses make healthcare-related changes by educating their patients. Similarly, nurses easily explain procedures and key benefits of taking medication. To deliver high-quality educational activities, nurses must increase patient satisfaction while incorporating cultural competency as well as health promotion in health teaching (Whitney, 2018). As educators, nurses enlighten patients on how to take care of themselves even after discharge. 

Tailored individual care plans are made right from patients’ admission. This plan entails both long-term and short-term goals that befit patients’ needs. When teaching patients, they need to prove they are understanding whatever is being taught. Whitney (2018) states that Bandura’s self-efficacy theory of behavior change is to be applied in teaching. The theory comprises repetition, reinforcement, and symbolic modeling (Whitney, 2018). A nurse must know when a patient is ready for teaching and what drives him/ her. 

Moreover, nurses must evaluate a patient’s ability to read, write and comprehend the education. To that extent, the education should incorporate simple language, readable materials, and a variety of teaching methods de pending on the learning styles (Smith & Zsohar, 2013). If a patient portrays fear, it is upon the nurse to break that fear.  To patients with chronic conditions, written care plans and systemic elaborations are key to them. When creating health plans, nurses must consider the patient’s current lifestyle (Smith & Zsohar, 2013). Creating achievable behavioral goals will help in instilling hope for patients to attain their own goals.

Whitney (2018) defines behavioral changes as the actions made by a nurse to a health promotion plan. For successful behavioral objectives, nurses must depict willingness to comply with the health promotion activities. Nurses might create a health promotion plan for patients but the choice of compliance lies solely with the patient. 

The nurses responsibilities as an educator is to teach about the current illness and treatments as well as prevention and ways to self care. The most important strategies a nurse needs to know before educating is to asses that patients readiness to learn, current knowledge and if any assistive devices are needed to ensure the upmost information uptake, such as glass, hearing aids , translators, religious/spiritual views and sometimes family members or the private pay personal care assistances. A good example are adolescent diabetic patients. due to the developmental stage they will most likely have a worry of how the public and peers view them when they check their blood sugars and administer insulin , due to the fear of being seen as a drug user. The patient may not be aware of what can happen systemically. Assessing the patient’s willingness to learn and modifying thought skills to fit the patient can affect the patient’s optimal outcome and likelihood of readmission for the same thing. Behavioral objectives would need to be utilized for this patient due to the at-risk

behaviors which could lead to deteriorating health condition. (Whitney, 2018). A behavioral objective should always be utilized throughout the hospital stay, since education being from admission every interaction with the patient is an opportunity to educate. close to discharge its importance to asses the patients grasp on tough material through the teach-back method it a good way to asses retention of information(Smith & Zshar,2013). For example teenage patient should be promoted to physically practice need skills for a couple of days before leaving to gain confidence and competence of task such as monitoring her blood sugar and keeping a log, use of wheelchair/safey, canes, crutches etc . The more active the patient teaching, the more successful patient outcome.