NRS 429V Week 1 Assignment VARK Analysis Paper

NRS 429V Week 1 Assignment VARK Analysis Paper

A learning style is an individual’s unique approach to absorbing, processing, comprehending, and retaining knowledge. These styles can be categorized based on the sensory approaches people prefer, including visual, auditory, reading/writing, and kinesthetic. The VARK model recognizes these distinct learning styles. VARK stands for Visual, Auditory, Read/Write, and Kinesthetic (VARK, 2019). The VARK model acknowledges that learners have various preferences for how they process information, often referred to as their preferred learning mode. This essay will delve into the concept of learning styles, provide a description of my personal learning style based on the VARK questionnaire, and explore the significance of educators identifying learners’ preferences in health promotion.

How To Get Better Sleep as a Night Shift Nurse

Personal Learning Style According to the VARK Questionnaire

My results from the VARK questionnaire indicate that my learning style is Very Strong Kinesthetic. The scores were as follows: Visual-2, Auditory-2, Read/Write-2, and Kinesthetic-12. In the Kinesthetic learning style, a learner is most effective when they engage with experiences and tangible objects, even if they are represented visually or on screens (VARK, 2019). For individuals with a Kinesthetic learning style, gaining practical experience is crucial for understanding concepts. They find ideas more valuable when they are hands-on, real, and directly applicable, requiring active engagement to grasp them.

Preferred Learning Strategies

Kinesthetic learners prefer learning through real experiences and tangible representations, even when presented visually. Preferred learning strategies for Kinesthetic learners include using autobiographies and documentaries, applying concepts before diving into theories, and relying on demonstrations and practical applications (VARK, 2019). Individuals with a Kinesthetic preference prefer discussing real-life experiences, engaging in hands-on activities, working collaboratively, and solving problems through practical actions. They thrive when they can measure outcomes and appreciate teamwork, valuing interactions with people who share their down-to-earth, concrete approach (VARK, 2019).

My preferred learning strategies align with many of the strategies associated with the Kinesthetic learning style. I prefer tackling problems through real-life scenarios and practical experiences, which enhances my understanding and retention of information. Practical, hands-on learning methods, such as projects and lab work, are particularly effective for me. I find it beneficial when educators use real-life scenarios and demonstrations to explain complex theories, allowing me to apply these theories in practical situations. Case studies are an essential part of my study routine, as they enable me to assess my understanding by attempting to solve real-world problems. Through case studies and hands-on applications of theory, I can connect the knowledge I acquire to its real-world relevance and find it highly valuable.

NRS 429V Week 1 Assignment VARK Analysis Paper

Complete “The VARK Questionnaire: How Do I Learn Best?”

http://www.stellarleadership.com/docs/Approach%20to%20Learning/assessment/VARK%20Questionnare.pdf

1. Click “OK” to receive your questionnaire scores.
2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
4. Compare your preferred learning strategies to the identified strategies for your preferred learning style.
5. 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:

1. Provide a summary of your learning style.
2. List your preferred learning strategies.
3. Compare your preferred learning strategies to the identified strategies for your preferred learning style.
4. 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).
5. Cite a minimum of three references in the paper.

Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, “I, we,

our”) in your essay.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

NRS 429V Week 1 Discussion 1

Using the health belief model, how can nurses encourage patients to make immediate and permanent behavior changes; particularly as they relate to lifestyle choices?

Re: Topic 1 DQ 1

The nursing profession places significant emphasis on patient education, recognizing its pivotal role in empowering individuals to take charge of their health. Patient assessment stands as the initial step in a nurse’s endeavor to impart knowledge effectively. This assessment is essential because patients exhibit varying learning styles, educational backgrounds, values, and belief systems. Therefore, a tailored approach is necessary to meet the unique needs of each patient. Additionally, nurses must ascertain the presence of any potential obstacles to effective learning. These barriers can encompass cultural, health disparities, environmental, linguistic, literacy, and physiological factors, among others (Whitney, 2018).

The nurse’s role as a health educator involves equipping individuals with the skills to make informed health decisions, prevent diseases, and promote overall well-being. Collaborating with an interdisciplinary team, nurse educators are instrumental in crafting personalized care plans for patients. Central to this process is the assessment of a patient’s readiness and motivation, as these factors significantly impact the effectiveness of education (Smith & Zsohar, 2013). Nurse educators should employ strategies that not only facilitate the acquisition of knowledge but also reduce anxiety, enhance satisfaction, and improve outcomes for patients (Roxanne, n.d.). This multifaceted approach includes the utilization of diverse educational tools and techniques, such as computer technology, audiovisual materials, textual resources, and live demonstrations. Combining various instructional methods has proven to be particularly effective. Moreover, delivering systematic, culturally relevant, and patient-specific instructions has demonstrated superiority over ad hoc or generalized teaching approaches. When patients are willing to engage in the learning process and enact changes, it is imperative to integrate behavioral objectives into 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].

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

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

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:

1. 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

Health Promotion: Health and Wellness Across the Continuum

Description:

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.

 

Health is a holistic state encompassing not only physical well-being but also mental and social aspects, and it transcends the mere absence of disease or infirmity, as articulated by the World Health Organization (WHO). Within the nursing profession, health education holds a pivotal role. Health educators, who are healthcare professionals, are entrusted with the vital task of imparting knowledge related to health promotion and disease prevention. For a nurse to excel in this educational role, she must possess a robust foundation of clinical and theoretical experiences, coupled with in-depth knowledge of nursing care. Furthermore, the nurse must communicate using the simplest language and terminology that aligns with the patient’s comprehension level, eschewing the use of complex medical jargon in patient education.

The multifaceted role of a nurse as a health educator encompasses two crucial aspects:

1. Health Promotion and Disease Prevention: In this dimension, nurses serve as catalysts for enhancing patients’ ability to make informed decisions regarding their health. These decisions span lifestyle modifications, counseling, screening, immunization, and engagement in wellness programs. The nurse employs the nursing assessment process to identify the patient’s educational and nursing requirements. Once identified, the nurse formulates a nursing diagnosis and devises an educational strategy. Implementation of the strategy is carried out, and the patient’s understanding is evaluated through the teach-back technique.

2. Health Maintenance: Health maintenance revolves around the routine health services essential for preserving a patient’s well-being, enabling them to remain integrated within the community. It encompasses self-care education, which not only empowers patients but also contributes to the enhancement of their health status and their active participation in their healthcare.

Several key factors must be taken into account when tailoring client education:

– Patient’s Nursing Needs:

The nurse’s initial task is to identify the patient’s specific needs, and education is then directed accordingly. For instance, providing diabetes education to a patient with uncontrolled hypertension would be nonproductive. Identifying the patient’s requirements stands as the foundational step in nursing education.

– Patient’s Readiness/Preparedness:

The patient’s physical and mental readiness is a pivotal consideration for the effectiveness of teaching. The nurse is responsible for evaluating the patient’s readiness before commencing education. For example, education would not be effective when provided to a patient in pain or undergoing a crisis. The patient needs to be in a suitable state of mind to receive nursing teaching.

– Cognitive and Mental Capacity:

The patient must be mentally and cognitively sound to absorb nursing education. In cases where the patient lacks this capacity, education may be conveyed to the patient’s power of attorney or significant others.

Effective patient education is, at times, hindered by various barriers, including:

– Language Barriers:

When language barriers exist, the nurse should engage the services of a medical interpreter from the hospital staff.

– Mental and Cognitive Impairment: Patients with mental or cognitive impairments may require tailored approaches to education.

– Cultural and Religious Perceptions:

The patient’s cultural and religious perspectives on health and wellness can influence their response to education, necessitating sensitivity to these factors.

Health promotion strategies often target recognized behaviors that heighten health risks, such as tobacco smoking, excessive alcohol consumption, high-fat diets, or sedentary lifestyles (Davis and Macdowall, 2006). These behavioral objectives are integrated during the client education’s assessment phase and at every subsequent stage of the education process. They serve to identify and address unhealthy behaviors contributing to ill health, predisposing patients to complications, or potentially leading to fatal outcomes. Some of these behaviors are modifiable, including smoking cessation, reducing alcohol intake, dietary changes, and adopting regular exercise.

References

Davis, P. E., & Macdowall, W. (2006). [Add the Title of the Book]. [Add the Journal Name], [Volume Number](Issue Number), Page Numbers. [URL]