NRS-429V Topic 1: Teaching and Learning Styles
NRS-429V Topic 1: Teaching and Learning Styles
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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/
Description
Objectives:
Evaluate personal learning styles.
Discuss the application of teaching strategies to support individualized nursing care plans.
Examine health promotion models used for behavioral change.
Study Materials
Tasks 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.
In a paper (750-1,000 words), 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?
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.
You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articles for assistance.
Topic 1 DQ 1
Description:
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
Description:
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.
Topic 1 Participation
Description:
NA
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