NRS 429 Topic 1 VARK Analysis Paper ESSAY

NRS 429 Topic 1 VARK Analysis Paper

NRS 429 Topic 1 VARK Analysis Paper Assessment Description

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In a paper (750-1,000 words) in NRS 429 Topic 1 VARK Analysis Paper, summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

Provide a summary of your learning style according the VARK questionnaire.
Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?

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Cite to at least three peer-reviewed or scholarly sources to complete this assignment ON NRS 429 Topic 1 VARK Analysis Paper. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to the guidelines found in the APA Style Guide,

NRS 429 Topic 1 VARK Analysis Paper

located in the Student Success Center.

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 the NRS 429 Topic 1 VARK Analysis Paper assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:

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 current preferred learning strategies to the identified strategies for your preferred learning style.
Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

Topic 1 DQ 1

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?

The nurse’s role and responsibility as health care educator within the healthcare environment is key in the promotion of health for the nurse’s patients. The nurse is the primary educator or the coordinator of education for the patient across various disciplines involved in the care of the patient. The nurse must consider a variety of factors when the nurse is educating the patient and any other people involved in the care of the patient. These factors include socioeconomic factors influencing the patient and the patient’s current state of health. Other factors the nurse should take into consideration when educating the nurse’s patient and those participating in the patient’s care include race, ethnicity, disabilities, poverty, housing status, access to health care, and sex/gender/sexual orientation (Whitney, 2018).

One strategy a nurse can use to educate the nurse’s patient and or caregivers is the Teach-Back strategy. The Teach-Back method is a way to confirm patient’s understanding of information presented to the patient and the patient’s engagement in the learning process (Bickes et al, 2021). The basis of the Teach-Back strategy is forming questions to ask the patient to verify the patient understood information presented to them after the patient has received the information. In this study, the Teach-Back method was found to be “an effective method of reinforcing or confirming patient education” (Bickes et al, 2021).

A behavioral objective is a learning outcome stated in measurable terms which gives direction to a patient’s learning and becomes a basis to evaluate the learning. (Gronlund, N as found in Writing Behavioral Objectives, PNW). Behavioral objectives should be used by the nurse when the nurse is seeking a measurable outcome or measurable improvement in the patient’s health after providing the patient with education towards the desired outcome. For example, if a nurse is developing a plan to educate a patient on how to achieve a normal hemoglobin A1C, the education plan should include methods to lower the patient’s A1C and the measurable goal of the patient’s hemoglobin A1C after the education has been given.

Bickes, D.; Jennings, K.; Feinberg, I. (2021) Health Literacy Strategies to Engage Cancer Patients and Caregivers Journal of Oncology Navigation & Survivorship 12(3) 82-85

Gronlund, N.E. (2004) Writing instructional objectives for teaching and assessment (7th ed). New York City, New York: Pearson College Division

Purdue University Northwest (Ed.). Writing Behavioral Objectives https://pnw.edu/college-of-nursing/student-resources/writing-behavioral-objectives/

Whitney, S. (2018) Grand Canyon University (Ed.). Health Promotion: Health and Wellness Across the Continuum https://www.gcumedia.com.digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php

Topic 1 DQ 2

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?

One health promotion model used to initiate behavioral changes is Pender’s Health Promotion Model. This model is comprised of three concepts: recognizing experiences and characteristics of the individual, understanding behavior-specific cognition and affect, and implementing behavioral outcomes (GCU, 2018, chp. 1). By promoting the desired behavioral outcome, this will result in improved health, enhanced functional ability and better quality of life at all stages of development. There must be some level of commitment to a plan of action; therefore, it is imperative to identify a strategy that will appeal to the patient, to initiate some level of intention, that will lead to the implementation of health behavior (Petiprin, 2020). This model identifies health promotion and prevention rather than just treating physiological diseases. This model is highly used throughout the medical community, especially in nursing practice, due to the model being family-based and offering guidance and resources (GCU, 2018, chp.1).

Some barriers that affect a patient’s ability to learn may include prior life/situational experiences, cognitive function, socioeconomic status, educational levels, and culture/beliefs. Socioeconomic status tends to envelop many barriers, such as educational levels, health disparities, life experiences, and some cultures/ethnicity. Lack of knowledge, along with a lack of resources, is one of the biggest patient barriers. Lack of proper health knowledge leads to unhealthy behaviors/nutrition. Many do not seek health care due to the fear of the expense. Without proper health promotion and health treatment, preventative tends not to exist. Some cultural beliefs rely heavily on tradition and/or religion, discrediting the field of medicine and proper treatment. Religious faith and spiritual beliefs may affect health care-seeking behavior and people’s willingness to accept specific treatments or behavior changes. There are many factors to consider when identifying each patient’s barrier to learning.

The patient’s readiness to learn and/or change is a major factor that affects their personal health outcomes. The nurse can collaborate with other medical professionals to identify a care plan that will both provide treatment and health promotion; however, if the patient is unwilling to follow the proposed plan of treatment, behavioral change will not occur (GCU, 2018, chp.1). It is important for the nurse to properly assess both the barriers to and the willingness of the patient. Regardless of the patient’s willingness to change, teaching should always take place to actively start the Transtheoretical Model. Without any information given to the patient, the patient cannot begin the contemplate the necessary changes.

References

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/

Petiprin, A. (2020, July 21). Pender’s Health Promotion Model. Nursing Theory. Retrieved December 11, 2021, from https://nursing-theory.org/theories-and-models/pender-health-promotion-model.php.

Resources

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 (2014).

…

https://www.nursingcenter.com/journalarticle?Article_ID=2460148&Journal_ID=2695880&Issue_ID=2460020

Teaching Strategies to Support Evidence-Based Practice

Read “Teaching Strategies to Support Evidence-Based Practice,” by Winters and Echeverri, from Critical Care Nurse(2012)

…

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104453312&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

NRS 429 Topic 1 VARK Analysis Paper

Health Promotion: Health and Wellness Across the Continuum

Read Chapter 1 in Health Promotion: Health and Wellness Across the Continuum.

https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-wellness-across-the-continuum_1e.php

The VARK Questionnaire

Complete “The VARK Questionnaire,” located on the VARK website.

http://vark-learn.com/the-vark-questionnaire/

Patient-Education Tips for New Nurses

Read “Patient-Education Tips for New Nurses,” by Smith and Zsohar, from Nursing 2013 (2013).

https://journals.lww.com

VARK Analysis Paper – Rubric NRS 429 Topic 1 VARK Analysis Paper

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.

Why Is It Important to Consider Learning Styles?
How Students Learn in Unique Ways

Why is it critical to learn styles image
1What is the significance of learning styles?
Because the majority of people have a preferred method of education.

Some people learn best by listening, while others must observe each step. Still others must do it in order to learn.
To truly commit information to memory, individuals require all three modalities: visual, auditory, and kinesthetic.
While most people excel in one area over another, the trick is identifying the preferred modality and capitalizing on strengths.

Complete this informal inventory in a few minutes.
The responses may astound you.
Additionally, for additional tips on how to help your child improve their study skills and more, click here!
We want to assist your family in any way possible.

Styles of Education
Self-Assessment

To memorize information, such as the spelling of a difficult word or the combination to a locker, you must: Practice repeatedly.

Pronounce the word or numbers aloud.

Conjure up an image of the word or numbers in your mind.

When you want to memorize new song lyrics, you can do the following: Dance around and play air guitar in time with the beat.

Sing along with the music on the radio.

Download and read the lyrics.

You enjoy the following activities while studying: Walking around and reviewing your notes.

With your parents or friends, discuss the material.

Independently read your notes or textbook.

When planning a trip to a new location, you prefer to: Walk, drive, or bike the route in advance.

Take the time to listen to someone explain how to get there.

Consider a map.

When you receive a new gadget that requires assembly, you simply begin.

Request that someone read the directions to you.

Before you begin, read through all of the steps.

If you are required to collaborate on a project, you would prefer to: Assist in the development and construction of a model.

Take part in group discussions and brainstorming sessions.

Create graphs or jot down group notes.

You prefer classes that incorporate: Hands-on experiments.

Numerous lectures.

Assignments for reading.

When you’re in English class and studying a play, you prefer to: Act it out.

Take a listen to the play being read aloud by others.

Read the play aloud to yourself in silence.

When given the opportunity to select a project and present it to your class, you would rather:

Construct a functional replica.

Conduct a presentation.

Design a poster.

When you are distracted, you frequently find yourself in the following situations:

You may be fidgeting or tinkering with your pencil.

Participating in or listening to conversations.

On your notebook paper, doodle.

When attempting to solve a difficult problem, do you: Create a model of the problem or mentally walk through all of the steps?

Contact a few friends or seek advice from an expert?

Make a list of the steps you need to complete and cross them off as you complete them?

Once completed, total the number of a’s, b’s, and c’s.
Add up your responses and “Voila!” you have a snapshot of your preferred method of learning!
If the majority of your responses were “a,” you are primarily a kinesthetic learner.
If the majority of your responses were “b,” you are an auditory learner; if the majority of your responses were “c,” you are primarily a visual learner.
Now that you’ve identified your preferred method of learning, it’s time to put that knowledge to work!

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NRS 429 Topic 1 VARK Analysis Paper ESSAY

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