VARK ANALYSIS PAPER NRS 429
Assessment Description
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.
Harnessing the Benefits of Professional Nursing Organizations
In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:
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- 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?
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.
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A nurse educator considers many factors when creating an individualized care plan, self-reflection and readiness to teach is the initial stage. As we develop care plans or educational programs for health promotion, assessment of the patient’s past experiences is important before planning current health needs. Considering the language used, if it’s understood, the relevancy of the material being taught, the level of understanding, age, and the environment should all be considered. Creating break times for recreation or in cooperating role plays during education are also great ways that nurse educators use to liven up boring topics. Behavioral objectives are specific guidelines that are given to nurses and medical staff, patients, and their families in order to provide the best care possible. When we discharge a patient, behavioral objectives are used so that they have specific step-by-step instructions on how to properly continue their ongoing care
While teaching we use common words, readable materials, and various teaching techniques based on learning styles, we determine this by an assessment of the patient’s learning needs and styles. For instance, does the patient prefer to watch audiovisual materials, watch demonstrations, listen to instructions, or read printed materials? It comes down to “involve, individualize, assess, and evaluate understanding, which includes the type of a learner. We need to recognize the four sensory modalities used in learning” identified learning preferences by,” Neil D. Fleming developed the VARK” acronym (visual, auditory, read/write, and kinesthetic) in 1987”. This enables the learner to identify owns personal learning preferences through a series of questions.
We use evidence-based practices to achieve optimal health outcomes, “Melnyk and colleagues” “this specifically provides an excellent organizing framework for teaching strategies designed to aid our knowledge and skill development in evidence -based practices. The guidelines also require us to incorporate research findings into practice. According to the American Nurses Association, nursing science is founded on a critical-thinking framework that serves as the foundation for clinical decision making and evidence bases practice.
Education is a process it doesn’t happen just overnight, and most of what is learnt is influenced by observed behavior, interactions and learning environment. For nursing school, we inquire about a clinical issue, look for the best evidence, examine the evidence critically, then make the decision to incorporate the evidence into practice. and then analyze the results. For example, asking a student nurse to look up the patients’ needs on a diagnosis presented to come up with a plan of care.
Like a patient with obesity who has many needs plan of care is made to gain an optimum recommended weight for promotion of health. To prepare nursing students with competencies to support EBP, a variety of teaching strategies and curricular approaches can be used emphasizing EBP, quality improvement approaches, and informatics. The American Association of Nursing Colleges has identified research findings as the foundation for clinical and organizational decision making at all levels of practice. The American Association of Critical-Care Nurses supports these recommendations by advocating for lifelong learning, inquiry, and critical thinking for nurses to make the most of their contributions.
VARK Analysis Paper
Introduction
In an educational setting, the desired learning outcomes are influenced by various factors. Educators must possess a comprehensive understanding of these factors, with one critical element being individual learning styles. These learning styles are categorized based on sensory approaches, including visual, aural, read/write, and kinesthetic (Whitney, 2018). Visual learners comprehend information best through visual aids, while aural learners excel when they receive instructions auditorily. Read/write learners, on the other hand, thrive through reading and writing, and kinesthetic learners gain knowledge through tactile experiences and hands-on activities (Whitney, 2018). This paper aims to explore learning styles and strategies for learners. It includes an overview of my own learning style based on the VARK questionnaire and discusses the significance of identifying learning styles for educators and in the context of health promotion.
Personal Learning Style
According to the VARK questionnaire, my preferred learning style is predominantly kinesthetic (VARK 2019). Kinesthetic learners prefer experiential and hands-on learning, even when information is presented visually or auditorily. My VARK results were as follows: visual-0, aural-4, read/write-3, and kinesthetic-9 (VARK 2019). This indicates that I favor learning through direct experiences to enhance my understanding of concepts.
Preferred Learning Strategy
My preferred learning strategy revolves around practical experiences and real-life case studies to solve problems. By engaging in practical approaches, I not only grasp concepts better but also retain the knowledge for extended periods. I value ideas that are practical, relevant, and applicable in real-life situations. Furthermore, I require hands-on experiences to comprehend concepts fully. I also appreciate feedback that involves face-to-face discussions where real-life examples of successful or failed projects are presented. In addition, I prefer educators who incorporate real-life examples into their explanations as I find it easier to relate these examples to the concepts I’m learning. When assessing my comprehension, I often turn to case studies to apply my knowledge and determine the practicality of theories.
My learning style aligns with the identified learning strategies for individuals with a kinesthetic preference. According to the VARK results, individuals like me, with a kinesthetic learning style, thrive on practical exercises, examples, experiences, case studies, trial and error, and real-world applications (VARK 2019). We prefer learning from autobiographies, documentaries, and applications before diving into theories. Moreover, we appreciate demonstrations before applying what we’ve learned and enjoy discussing real-life experiences (VARK 2019). Our own experiences hold more value than those of others, and we prefer collaborative activities that involve action and making things happen (VARK 2019). Problem-solving in practical scenarios is particularly appealing to us.
Importance of Identifying Learning Styles for Learners as an Educator
An individual’s learning style significantly influences the extent to which they acquire knowledge and skills. People tend to understand and retain information better when it is presented in a way that aligns with their learning style, be it visual, aural, read/write, or kinesthetic (Whitney, 2018). Therefore, educators play a crucial role in promoting an environment that accommodates the various learning styles of their students. This approach not only enhances the learning experience but also allows students to feel more comfortable in their unique learning styles, as they are not required to constantly adapt to changing teaching methods (Bastable, 2017).
Educators should identify the learning styles and preferences of their students, as it benefits both the educators and the learners. By understanding a learner’s preferred learning style, educators can tailor their teaching methods, resources, and techniques to suit individual needs. For example, auditory learners thrive in discussion-based environments, seminars, and oral examinations, and they often seek clarification through questions (Bastable, 2017). When learners are aware of their learning style, they become empowered to recognize the relevance of each style in various disciplines, enhancing their overall learning experience.
Learning Styles and Health Promotion
In the realm of health promotion, it is essential for health providers to identify the learning styles of individuals to ensure that they comprehend and apply the health messages effectively, leading to improved health outcomes. When individuals feel that their learning styles are considered in health education, they are more likely to engage with and retain the information (Kangovi & Asch, 2018). Learning styles have a significant impact on behavior change, as individuals often modify their behaviors based on what they have seen, heard, or practiced in health promotion programs.
Understanding an individual’s learning style plays a crucial role in determining the potential for behavior modification, as patients can grasp information more quickly and easily when it aligns with their learning preferences (Kangovi & Asch, 2018). To accommodate diverse learning styles in health promotion, it is important to engage all the senses. For example, in disease prevention education, combining lectures and seminars for auditory learners with visual aids, images, and videos caters to visual and kinesthetic learners. Providing health education pamphlets for read/write learners and using case studies for discussions caters to different learning styles (Sharma, 2016).
Conclusion
In summary, learning styles, as categorized by VARK, encompass visual, aural, read/write, and kinesthetic preferences. A learner’s ability to absorb and apply knowledge is greatly influenced by the alignment of the teaching style with their learning style. It is imperative for educators to identify their students’ learning styles to create a comfortable learning environment and enhance understanding. Likewise, health educators must recognize the learning styles of individuals, including patients, during health promotion programs, as this can facilitate behavior change. Adapting teaching styles to suit learners’ preferences is essential for promoting effective learning, and incorporating different learning styles in health promotion can improve health education outcomes.
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/
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