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NRS 429V W1 Assignment VARK Analysis Paper

NRS 429V W1 Assignment VARK Analysis Paper

NRS 429V W1 Assignment VARK Analysis Paper

VARK Analysis Paper

The desired learning outcomes in a learning environment hinge on several factors; therefore, it is essential that an educator gets the best grasp of these factors. One of such factors is the individual learning styles which are usually based on an individual’s strengths, weaknesses, and preferences. The importance of this fact is that an educator should take learners’ preferred learning styles when creating teaching plans for better outcomes. Decades ago, it was complicated knowing a person’s preferred learning style. However, this has been made fairly easy with the current advances in technology. One of the tools that can be used in such is the VARK questionnaire (Tabatabei, 2018). Therefore, the purpose of this assignment is to provide a summary of learning styles according to a completed VARK questionnaire. Preferred learning strategies, how learning styles impact how a learner understands, the importance of identifying learning styles, and how the learning styles affect the possibility for a behavioral change will also be explored.

A learning style is a technique or the preferred way in which learners absorb, process, comprehend, and retain knowledge. There are various learning styles which are categorized based on the sensible approaches, which are either visual, auditory, read or write, and kinesthetic. The learning styles are found within the VARK model of students learning. VARK is an acronym for the four primary learning styles Visual, Auditory, Read and Write and Kinesthetic (VARK, 2019). The VARK model recognizes that learners have various approaches on how they process information, typically known as the preferred leaning mode. This essay will discuss learning styles for learners and will include a description of my learning style based on the VARK questionnaire. The paper will also explore the importance of educators identifying learners’ learning styles and application of learning styles in health promotion.

The Summary of My Learning Style Based on the VARK Questionnaire

The completion of the VARK questionnaire revealed some interesting results. According to the questionnaire, the preferred learning style is multimodal. This style employs various strategies such as trial and error, case studies, examples, experience, practical exercise, questioning, talking, discussing, listening, interesting layouts, maps, diagrams, graphs, and various formats. Various scores were obtained include; Kinesthetic-6, Read/Write-1, Aural-5, and visual-4 (“The VARK questionnaire,” 2021). Thus, Kinesthetic is the biggest preference with a score of six, implying that I prefer using the sense of touch and hands when learning.

The Preferred Learning Strategies

As a learner, I prefer various learning strategies. For instance, I like when lectures are accompanied by illustrative diagrams and participating in class discussions. The strategy is connected to the learning style since it is part of other styles that combine to make a complete whole of methods. While illustrative diagrams are key in allowing me to understand concepts much easier, discussions enable an individual to express ideas both horizontally and vertically about their knowledge.

How Learning Styles Can Impact the Extent of Performance In Education Activities

The nature of a learning style may impact how an individual performs in educational activities. For example, individuals capable of integrating their learning styles with various activities usually excel in the learning environment and post improved performances. The opposite is true for those learners who cannot successfully integrate (Wilson, 2018). The implication is that educators should be proactive in investigating the learners learning style and use the most appropriate techniques to help the student learn to the optimum hence improving learning outcomes

Why It is Necessary to Understand the Learning Styles of Individuals Involved in Health Promotion

Health promotion is one of the key strategies that healthcare members or professionals use to increase individuals or populations’ intake and use various health efforts and healthy behaviors. Therefore, among the central focuses of the people who engage in health promotion is to increase awareness and knowledge among the people regarding a health activity or a health product (Bokhari & Zafar, 2019). Such aims are largely accomplished through the use of lessons, practices, and actions that impact people’s behavior either directly or indirectly. When the behavior is positively impacted, there are higher chances of achieving the goals set for health promotion.

The preferred learning style of the individuals receiving the health promotion message and material can substantially impact the degree of understanding of the material. Therefore, the more the individual delivering the material knows the recipient’s preferred learning style, the better, as it will enhance the likelihood of the individuals embracing the targeted behavior change (Bokhari & Zafar, 2019). In addition, knowing the health promotion recipient’s learning style also helps the promoter to align the teaching methods and make necessary modifications for optimum learning, hence the targeted behavior change. The promoters also should be in a position to recognize how impactful the techniques they use are on the individual’s behavior change. Such a feat makes it easier to accomplish the targeted behavior change.

Accommodating different learning styles in a health promotion effort requires the application of various strategies. One way of accommodating different learning styles in health promotion is by engaging the service of experts with specialized experience in teaching in different forums; health promotion included. These experts are able to adjust their teaching approaches and strategies to fit the needs of individuals participating in health promotion (Wilson, 2018). For example, when experts realize that an individual or a group of individuals prefer a particular learning style or are particular learners such as kinesthetic, they can use their expertise and experience of teaching kinesthetic learners to get their message across using the most effective strategies. The learners can easily understand the message as it is put in a language they can easily understand. In addition, accommodating different learning styles require a well-coordinated collaboration and unity among the health promoters so that they work together towards achieving the common goal.

Conclusion

Learning styles and preferences are key to the process of learning in any learning environment. The VARK assessment completed revealed that my preferred learning style is multimodal, with kinesthetic learning style the predominant style. Understanding an individual’s preferred learning style is essential, especially in health promotion efforts, as it ensures that the promoter adjusts teaching strategies to optimize learning. 

References

Bokhari, N. M., & Zafar, M. (2019). Learning styles and approaches among medical education participants. Journal of education and health promotion8. https://dx.doi.org/10.4103%2Fjehp.jehp_95_19

Tabatabei, E. (2018). Innovative, creative VARK learning styles improvement strategies. Global Journal Of Foreign LanguageNRS 429V W1 Assignment VARK Analysis Paper Teaching8(3), 87-93. https://www.ceeol.com/search/article-detail?id=968203.

The VARK Questionnaire (2021). https://vark-learn.com/the-vark-questionnaire/

Wilson, J. L. (2018). Student Learning in Higher Education: A Halsted Press Book. Routledge.

In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:

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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.

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.

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NRS 429V W1 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.

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).

… 


Patient-Education Tips for New Nurses

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


Teaching Strategies to Support Evidence-Based Practice

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

… 


Health Promotion: Health and Wellness Across the Continuum


The VARK Questionnaire

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

VARK Analysis Paper – Rubric

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.

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!

Sincerely,

Rubric Criteria

Total 100 points

Criterion

1. Unsatisfactory

2. Less than Satisfactory

3. Satisfactory

4. Good

5. Excellent

Argument Logic and Construction

Argument Logic and Construction

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.

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.

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.

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.

5 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Thesis Development and Purpose

Thesis Development and Purpose

0 points

Paper lacks any discernible overall purpose or organizing claim.

3.75 points

Thesis is insufficiently developed or vague. Purpose is not clear.

3.95 points

Thesis is apparent and appropriate to purpose.

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.

5 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Personal Learning Styles According to VARK Questionnaire

Personal Learning Styles According to VARK Questionnaire

0 points

Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.

15 points

Personal learning style according to the VARK questionnaire is identified, but summary is incomplete.

15.8 points

Personal learning style according to the VARK questionnaire is identified and basic summary is provided.

17.8 points

Personal learning style according to the VARK questionnaire is identified and described.

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.

Preferred Learning Strategies

Preferred Learning Strategies

0 points

Personal learning strategy content is missing.

15 points

Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete.

15.8 points

Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described.

17.8 points

Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.

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.

Documentation of Sources

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

0 points

Sources are not documented.

2.25 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

2.37 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2.67 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

3.75 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

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.

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.

5 points

Writer is clearly in command of standard, written, academic English.

Paper Format (use of appropriate style for the major and assignment)

Paper Format (use of appropriate style for the major and assignment)

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

1.5 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

1.58 points

Template is used, and formatting is correct, although some minor errors may be present.

1.78 points

Template is fully used; There are virtually no errors in formatting style.

2 points

All format elements are correct.

Learning Styles

Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)

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.

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.

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.

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.

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.

Learning Styles and Health Promotion

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)

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.

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.

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.

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.

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.