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.
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.
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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?”
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,
NRS 429V Week 1 Assignment VARK Analysis Paper
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.
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
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.
References
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?
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
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.
Personal Learning Styles According to VARK Questionnaire
Criteria Description
Personal Learning Styles According to VARK Questionnaire
5. Excellent
20 points
Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.
4. Good
17.8 points
Personal learning style according to the VARK questionnaire is identified and described.
3. Satisfactory
15.8 points
Personal learning style according to the VARK questionnaire is identified and basic summary is provided.
2. Less than Satisfactory
15 points
Personal learning style according to the VARK questionnaire is identified, but summary is incomplete.
1. Unsatisfactory
0 points
Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.
Preferred Learning Strategies
Criteria Description
Preferred Learning Strategies
5. Excellent
20 points
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.
4. Good
17.8 points
Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.
3. Satisfactory
15.8 points
Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described.
2. Less than Satisfactory
15 points
Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete.
1. Unsatisfactory
0 points
Personal learning strategy content is missing.
Learning Styles
Criteria Description
Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)
5. Excellent
20 points
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.
4. Good
17.8 points
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.
3. Satisfactory
15.8 points
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.
2. Less than Satisfactory
15 points
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.
1. Unsatisfactory
0 points
Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.
Learning Styles and Health Promotion
Criteria Description
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)
5. Excellent
20 points
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.
4. Good
17.8 points
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.
3. Satisfactory
15.8 points
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.
2. Less than Satisfactory
15 points
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.
1. Unsatisfactory
0 points
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.
Thesis Development and Purpose
Criteria Description
Thesis Development and Purpose
5. Excellent
5 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
4. Good
4.45 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
3. Satisfactory
3.95 points
Thesis is apparent and appropriate to purpose.
2. Less than Satisfactory
3.75 points
Thesis is insufficiently developed or vague. Purpose is not clear.
1. Unsatisfactory
0 points
Paper lacks any discernible overall purpose or organizing claim.
Argument Logic and Construction
Criteria Description
Argument Logic and Construction
5. Excellent
5 points
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
4. Good
4.45 points
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
3. Satisfactory
3.95 points
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.
2. Less than Satisfactory
3.75 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
1. Unsatisfactory
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Criteria Description
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5. Excellent
5 points
Writer is clearly in command of standard, written, academic English.
4. Good
4.45 points
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.
3. Satisfactory
3.95 points
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.
2. Less than Satisfactory
3.75 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
1. Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Paper Format (use of appropriate style for the major and assignment)
Criteria Description
Paper Format (use of appropriate style for the major and assignment)
5. Excellent
2 points
All format elements are correct.
4. Good
1.78 points
Template is fully used; There are virtually no errors in formatting style.
3. Satisfactory
1.58 points
Template is used, and formatting is correct, although some minor errors may be present.
2. Less than Satisfactory
1.5 points
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
1. Unsatisfactory
0 points
Template is not used appropriately or documentation format is rarely followed correctly.
Documentation of Sources
Criteria Description
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5. Excellent
3 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Good
2.67 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Satisfactory
2.37 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2. Less than Satisfactory
2.25 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. Unsatisfactory
0 points
Sources are not documented.
Welcome to class
Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to.
I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.
Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.
If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.
Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.
Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class.
Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.
I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!
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 learning for nursing practice. Burlington, MA: Jones & Bartlett Learning.
Kangovi, S., & Asch, D. A. (2018). Behavioral phenotyping in health promotion: embracing or avoiding failure. Jama, 319(20), 2075-2076.
Sharma, M. (2016). Theoretical foundations of health education and health promotion. Burlington, MA: Jones & Bartlett Publishers.
Whitney, S. (2018). Teaching and learning styles. Health promotion: Health and wellness across the continuum. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/4
VARK Learn Limited. (2019). The VARK questionnaire. Retrieved from
Health is a state of complete physical, mental and social well being and not merely the absence of disease or infirmity(WHO). Health education is an essential aspect of the nursing practice. Health educators are professionals who educate people about health promotion and disease prevention. For a nurse to be able to effectively educate a patient, she would have acquired adequate clinical and theoretical experiences and have in depth knowledge about nursing care. The nurse uses the simplest language and terminology the patient can understand. Medical jargon are not used in patient education
The role of a nurse as a health educator includes;
(1) Health promotion and disease prevention. Nurses give health education to patients on how to make decisions that affect their health. These decisions include life style changes, counselling, screening , immunization and wellness programs.The nurse utilizes nursing assessment in identifying the educational/ nursing need of the patient. When this is identified, she makes a nursing diagnosis and plans her educational strategy, implements her plans and evaluates her patients understanding of her teaching through teach back technique
(2) Health maintenance. Health maintenance are the routine health services that are necessary to help maintain the health and well being of the patient which allows the patient to remain within the community.These includes education about self care. These education empowers patient, improves their health status and and helps them participate in their care.
Factors to consider in client education include
(1) Nursing needs of the patient.The nurse identifies the needs of the patients and education is directed according to their needs. for example nursing education is non productive if a nurse is giving diabetic education to a patient with uncontrolled hypertension. identifying a patients need is the first step in nursing education
(II) Patient readiness/ preparedness. Patent needs to be physically and mentally ready for teaching to be effective. The nurse has to evaluate the patient to know how ready patient is before initiating teaching. for example education would not effective when given to a patient in pain or in crisis. Patient has to be in a good state of mind before receiving nursing teaching.
(iii) Cognitive and mental capacity of the patient. Patient should be mentally and cognitively sound to receive nursing education. in situation the patient is not capable education is given to the patient power of attorney or significant others
Barriers to effective patient education includes
Language barriers. when language barrier exist the nurse should employ the hospital medical interpreter
mental and cognitive impairment
cultural and religious perception of the patient as regards health and wellness
Behavioral health promotion strategies are aimed at addressing widely recognized behaviors known to increase health risks. such as tobacco smoking , excessive use of alcohol, consumption of high fat diet or being physically inactive (Davis and Macdowall 2006). These behavioral objectives is utilized at the assessment phrase of the client education and at every stage of the education. It helps to identify the unhealthy behaviors which contributes to ill health , predisposes the patient to complications or may lead to death, some of these behavioral strategies can be modified example, smoking and alcohol cessation change in dietary lifestyle an exercise
Rubric Criteria
Total 100 points
Criterion
1. Unsatisfactory
2. Less than Satisfactory
3. Satisfactory
4. Good
5. Excellent
Argument Logic and Construction
Argument Logic and Construction
0 points
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
3.75 points
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
3.95 points
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.
4.45 points
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
5 points
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Thesis Development and Purpose
Thesis Development and Purpose
0 points
Paper lacks any discernible overall purpose or organizing claim.
3.75 points
Thesis is insufficiently developed or vague. Purpose is not clear.
3.95 points
Thesis is apparent and appropriate to purpose.
4.45 points
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
5 points
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Personal Learning Styles According to VARK Questionnaire
Personal Learning Styles According to VARK Questionnaire
0 points
Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.
15 points
Personal learning style according to the VARK questionnaire is identified, but summary is incomplete.
15.8 points
Personal learning style according to the VARK questionnaire is identified and basic summary is provided.
17.8 points
Personal learning style according to the VARK questionnaire is identified and described.
20 points
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
Preferred Learning Strategies
0 points
Personal learning strategy content is missing.
15 points
Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete.
15.8 points
Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described.
17.8 points
Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.
20 points
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.
Documentation of Sources
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
0 points
Sources are not documented.
2.25 points
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
2.37 points
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
2.67 points
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3 points
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
3.75 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
3.95 points
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.
4.45 points
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.
5 points
Writer is clearly in command of standard, written, academic English.
Paper Format (use of appropriate style for the major and assignment)
Paper Format (use of appropriate style for the major and assignment)
0 points
Template is not used appropriately or documentation format is rarely followed correctly.
1.5 points
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
1.58 points
Template is used, and formatting is correct, although some minor errors may be present.
1.78 points
Template is fully used; There are virtually no errors in formatting style.
2 points
All format elements are correct.
Learning Styles
Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)
0 points
Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.
15 points
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.
15.8 points
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.
17.8 points
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.
20 points
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 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)
0 points
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.
15 points
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.
15.8 points
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.
17.8 points
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.
20 points
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.
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