NRS 429 Topic 1 VARK Analysis Paper Assignment GCU
Personal Learning Style
The VARK questionnaire results showed that I am a Very Strong Kinesthetic. The results were Visual-2, Aural-2, Read/Write- 2, and Kinesthetic-12. Kinesthetic learners best understand and retain information through tactile representation of information. They are hands-on learners and understand best by figuring things out by hand and through experiences and real things, even though they are displayed as images or on screens. The results suggest that I prefer to have a number of experiences since they facilitate my understanding of a concept.
In a paper (850 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:
Struggling to meet your deadline?
Get your assignment on NRS 429 Topic 1 VARK Analysis Paper Assignment GCU done by certified MDs and PhDs in the USA. ORDER NOW!
- 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?
What Is Accreditation in Nursing and Why Is It Important?
Cite to at least three peer-reviewed or scholarly sources to complete this assignment. 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, 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.
Residing in Southern California, we find ourselves immersed in a rich tapestry of diverse cultures, each bringing its own unique languages into the mix. This linguistic diversity often poses a challenge when it comes to effective communication, especially when the healthcare staff does not share the same language as the patients. However, our healthcare facility has implemented various methods to bridge this language gap and ensure effective communication with all patients.
One of the key resources at our disposal is our team of Qualified Bilingual Staff (QBS), who are capable of entering patient rooms and providing on-the-spot translations. While their services are invaluable, their availability is not constant, which is why we have established additional methods to address language barriers. Among these, we have introduced a mobile solution: an iPad on wheels. This technological marvel offers access to hundreds of languages and dialects. It provides patients with the unique advantage of interacting with a translator through a visual medium, which fosters a more personal and meaningful connection. However, it’s important to note that, given our specialization in Obstetrics and Gynecology (Ob/Gyn), some patients may not be comfortable with face-to-face interactions with translators. To cater to their preferences, we have incorporated a feature that allows us to seamlessly switch between video and audio translations with the simple click of a button.
For our hearing-impaired patients, this system offers a lifeline when live interpreters are unavailable. They can effectively communicate with the interpreter through sign language, significantly improving their overall experience. Additionally, we’ve implemented the Language Line, a phone-based translation service that offers access to a wide range of languages. While it may lack the personal touch of face-to-face interactions, it serves as a valuable resource for patient-initiated calls or for more straightforward conversations.
When time permits, we also have the option to arrange in-person interpreters, which is particularly beneficial for hearing-impaired patients undergoing procedures such as labor induction or planned cesarean sections.
Over the years, as technology has advanced, we have observed that patients greatly benefit from the ability to see their translator via video. This visual connection reduces frustration, enhances patients’ sense of being well-informed, and ultimately makes them more comfortable with the entire communication process. It is a testament to the positive impact that technology can have on healthcare interactions, transcending language barriers and fostering better patient experiences.
VARK Analysis Paper
Introduction
The concept of learning styles represents a multifaceted approach to how individuals gather, sift through, interpret, structure, draw conclusions from, and retain knowledge. Learning styles categorically encompass sensory modalities, specifically visual, aural, read/write, and kinesthetic (Whitney, 2018). Visual learners grasp information most effectively through the use of visual aids, whereas aural learners excel when they receive instructions through auditory means. On the other hand, read/write learners thrive in learning by reading and writing, while kinesthetic learners flourish when they can engage in hands-on experiences (Whitney, 2018). The purpose of this discourse is to delve into the realms of learning styles and the corresponding strategies that empower learners. Within this exploration, I aim to present a synopsis of my personal learning style as per the VARK questionnaire. I will also underscore the significance of recognizing these learning styles in both the realm of education and health promotion.
Personal Learning Style
According to the VARK questionnaire, my learning style preference leans heavily toward the kinesthetic domain, signifying a robust inclination for experiential learning. For individuals with a kinesthetic preference, learning transcends mere exposure to images or screens; it demands tangible experiences and interactions with real-world objects and situations (VARK 2019). My VARK assessment results, to be precise, indicate a visual score of 0, aural score of 4, read/write score of 3, and an impressive kinesthetic score of 9 (VARK 2019). In alignment with my learning style, I gravitate towards immersive experiences as a means to enhance my understanding of concepts.
Preferred Learning Strategy
My favored learning strategy hinges upon practical experiences and the application of real-life case studies to problem-solving. This pragmatic approach not only enhances my comprehension of the subject matter but also etches it into my memory for an extended duration. Furthermore, I place high value on ideas that demonstrate authenticity, practicality, and relevance to my real-world experiences. My learning process thrives on actively engaging in hands-on activities, as they offer me an avenue to grasp the underlying concepts fully. Additionally, I am partial to feedback mechanisms that encompass face-to-face interactions. I find that when I’m presented with tangible examples of projects, whether they denote success or failure, my understanding deepens. I tend to respond more receptively to trainers who elucidate their points with real-life scenarios, as these examples serve as bridges that connect the theoretical with the practical. When assessing my comprehension, I often turn to case studies as a litmus test, endeavoring to apply the knowledge I’ve acquired to real-life situations.
The learning style I identify with resonates harmoniously with the array of strategies associated with kinesthetic learners. The VARK results reveal that individuals with my learning style proclivity are inclined towards learning through practical exercises, engagement with examples, personal experiences, case studies, trial and error, and a preference for tangible, real-world applications (VARK 2019). They exhibit a penchant for deriving knowledge from autobiographies, documentaries, and tangible applications, preceding the study of abstract theories. Moreover, they seek demonstrations before delving into practical applications and thrive on dialogues centered around the practical aspects of their lives (VARK 2019). Personal experiences occupy a central role in their learning journey, as they draw insights from their own encounters and actively partake in problem-solving endeavors.
Importance of Identifying Learning Styles for Educators
The crux of the matter lies in the fact that an individual’s learning style significantly influences their acquisition of knowledge and skills. This influence manifests most profoundly when the teaching style aligns with the learner’s unique preferences, resulting in enhanced memorization of educational content (Whitney, 2018). As educators, we bear the responsibility of nurturing a learning environment that caters to the diverse learning styles of our students. This not only fosters an environment in which students can excel, but it also enables them to navigate their educational journey with comfort and confidence, as they are not required to adapt continually to fluctuating teaching styles (Bastable, 2017). Recognizing and addressing these learning styles is a two-fold benefit, as it empowers both educators and learners to maximize their effectiveness in the learning process.
By gaining an intimate understanding of a learner’s specific learning style, educators can curate their teaching methods, resources, and strategies to suit the individual’s needs. For instance, auditory learners thrive in discussions, tape recordings, seminars, and dialogues. They may actively seek clarification when encountering areas of uncertainty (Bastable, 2017). Oral examinations align well with their learning preferences. Moreover, by imparting knowledge about their learning style, educators can inspire learners to appreciate the value of various learning styles across different disciplines.
Learning Styles and Health Promotion
The realm of health promotion presents a unique challenge wherein the learning styles of individuals must be taken into consideration to ensure effective comprehension and application of health messages. The level of engagement and interest that individuals exhibit during health education is significantly influenced by the alignment of the teaching style with their personal learning style (Kangovi & Asch, 2018). These learning styles play a pivotal role in shaping behavior change, as individuals tend to modify their behaviors based on what they observe, hear, or practice during health promotion programs.
An individual’s learning style serves as the linchpin in determining the feasibility of behavior modification. Patients can grasp information more swiftly and comprehensively when it aligns with their learning preferences (Kangovi & Asch, 2018). To accommodate diverse learning styles within the sphere of health promotion, it is crucial to employ a multifaceted approach. This entails targeting all the senses when delivering health education. For instance, when imparting knowledge about disease prevention, it is prudent to conduct lectures and seminars that cater to auditory learners. Supplementing these sessions with visual aids, such as images and videos, can effectively engage visual and kinesthetic learners (Sharma, 2016). The provision of health education pamphlets caters to read/write learners, allowing them to delve deeper into the content. Furthermore, the presentation of case studies during health promotion sessions serves to stimulate discussions and the generation of solutions, a technique that resonates with kinesthetic and auditory learners alike.
In Conclusion
To summarize, learning styles, as encapsulated by the VARK framework, encompass visual, aural, read/write, and kinesthetic modalities. Learners thrive when the teaching style is thoughtfully tailored to accommodate their unique learning preferences. This underscores the pivotal role of educators in identifying and addressing these preferences to create a conducive learning environment and elevate understanding. Moreover, in the realm of health promotion, the recognition of individual learning styles assumes paramount importance. The effective delivery of health messages and the subsequent modification of behaviors hinge on the alignment of teaching strategies with these learning preferences. By adopting a multifaceted approach that appeals to all the senses, health educators can ensure that their messages resonate with a diverse audience, fostering improved health outcomes for all.
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
http://vark-learn.com/the-vark-questionnaire/
Dont wait until the last minute.
Provide your requirements and let our native nursing writers deliver your assignments ASAP.