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NRS 429 Topic 1 DQ 1 VARK Analysis Paper

NRS 429 Topic 1 DQ 1 VARK Analysis Paper

NRS 429 Topic 1 VARK Analysis Paper Assessment Description

Topic 1 DQ 1 :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?

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Introduction

NRS 429 Topic 1 DQ 1 VARK Analysis PaperA 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.

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.

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 to solve problems through practical experiences and real-life case studies. I understand the concept better and retain it for a longer period of time by using a practical approach. Furthermore, I value ideas that sound genuine, practical, and relevant to me. To understand, I also need to do things practically. Furthermore, I prefer feedback that includes a face-to-face discussion in which I am shown examples of successful and unsuccessful projects. Furthermore, I prefer trainers who use real-life examples to explain a point because I remember the examples and associate them with the concept learned. When evaluating my understanding, I look at case studies and try to solve them using the new knowledge to see if the theory is applicable in real-world situations.

My learning style corresponds to the identified learning strategies for individuals who use a kinesthetic strategy. People with my learning style preference prefer to be trained or learn through practical exercises, examples, experiences, case studies, trial and error, and using real-world examples, according to the VARK results (VARK 2019). They would rather learn from autobiographies, documentaries, and applications than from theories. Furthermore, they prefer to see demonstrations before applying what they have learned, and they enjoy talking about real-life issues (VARK 2019). Their own experiences are more valuable than others’, and they prefer engaging in activities with others through actions and making things happen (VARK 2019). They also enjoy working on practical problems that teach them 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.

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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. Jama319(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/

In a paper (750-1,000 words) in NRS 429 Topic 1 VARK Analysis Paper, summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

  1. Provide a summary of your learning style according the VARK questionnaire.
  2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  3. 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.
  4. 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?

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Cite to at least three peer-reviewed or scholarly sources to complete this assignment ON NRS 429 Topic 1 VARK Analysis Paper. 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,

NRS 429 Topic 1 VARK Analysis Paper
NRS 429 Topic 1 VARK Analysis Paper

located 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 the NRS 429 Topic 1 VARK Analysis Paper assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

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:

  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 current preferred learning strategies to the identified strategies for your preferred learning style.
  5. Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

NRS 429 Topic 1 DQ 1 VARK Analysis PaperTopic 1 DQ 1

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

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.

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).

… 


Teaching Strategies to Support Evidence-Based Practice

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

… 


NRS 429 Topic 1 VARK Analysis Paper

Health Promotion: Health and Wellness Across the Continuum


The VARK Questionnaire

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


Patient-Education Tips for New Nurses

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

A learning style refers to how different learners acquire, process, understand, and retain new information. It denotes the habitual cognitive and affective behaviors which influence how each learner interacts in learning environments or situations (Mangold et al., 2018). There are four primary learning styles: visual, auditory, tactile, and kinesthetic. Regarding learning styles, this paper will discuss the author’s learning style and preferred learning strategies and discuss how personal learning styles impact the level to which a learner can comprehend or carry out educational activities.

Personal Learning Style

The VARK questionnaire helps one identify their learning style by proposing the learning strategies one should employ to increase their capacity to understand and carry out the learning activities. According to the VARK questionnaire, I am a Very Strong Kinesthetic. The results were Visual-2, Aural-2, Read/Write- 2, and Kinesthetic-12. In the Kinesthetic learning style, the learner understands more effectively when experiences and real things are provided, even if presented as images or through screens (VARK, 2019).  Individuals who fall under the Kinesthetic learning style prefer to learn through experiences and real things. From the VARK assessment, I realized that I prefer encountering experiences since they foster comprehension of concepts. Besides, I identify ideas as valuable if they appear real, practical, and relevant to my life experiences.

Preferred Learning Strategies

A learning strategy refers to a person’s approach of organizing and applying a specific set of skills to understand the content or achieve other tasks more effectively and efficiently in academic and non-academic environments. I prefer to learn how to solve a problem by being presented with a real case scenario and applying it to learn the concepts of addressing similar issues. Besides, I prefer learning through practical experiences because I can understand concepts better and retain them in the long term compared to when I read a book or listen to a lecture. I also grasp new information more effectively from practical learning sessions such as field practicum and projects. Furthermore, I prefer tutors and instructors who teach using demonstrations and provide real-life scenarios and guide the learner to apply the learned concept in solving an existing issue.

My preferred learning strategies compare to most strategies under the Kinesthetic learning style. For instance, the preferred strategies in the Kinesthetic learning style include using real things and experiences when presented through images and screens. Other preferred strategies include documentaries and autobiographies, applying theories before theoretical learning, demonstrations, and applying learned concepts (VARK, 2019). Furthermore, people with the kinesthetic preference would rather discuss real things in their lives, have their own experiences, carry out activities with others, and achieve things using actions(VARK, 2019). Like my preferences,  kinesthetic individuals prefer solving practical problems and applying problem-solving approaches and desire to achieve measurable outcomes.

Effect on Educational Performance and Importance of Identifying Learning Styles for Learners as an Educator

A person’s learning style influences how they comprehend or carry out educational activities. A learner grasps the concepts more effectively when the teaching method is consistent with their learning style (Childs-Kean et al., 2020). Consequently, when the teaching method aligns with the learner’s learning style, they understand and perform educational activities more effectively than when forced to adjust to other learning styles. An educator should strive to understand the preferred learning styles of individual learners in order to modify the teaching style to suit each learner’s style. By identifying individual learning styles, the educator can plan the teaching session to incorporate teaching methods that match the learners’ learning styles (Childs-Kean et al., 2020). For instance, in a setting with learners having all the learning styles, the educator can include: chart and diagrams for visuals, a lecture and audio recordings for the aural, reading handouts and books for read/write, and case studies and demonstrations for the kinesthetic. By doing so, the educator will help each learner gain the most from the learning session.

Learning Styles and Health Promotion

Health providers conducting health promotion need to be familiar with the learning styles of the individuals receiving the health education. Understanding a patient’s learning style helps enhance their learning, understanding, and retention of the health messages.  Retention of health promotion messages increases the likelihood of individuals implementing them to adopt healthy lifestyle choices (Bokhari & Zafar, 2019). Individuals tend to have a greater interest in health promotion activities if the provider’s teaching method is consistent with their learning styles. Learning styles influence the likelihood of behavioral change if the individual effectively understands and retains the health messages and applies them in making healthier choices (Bokhari & Zafar, 2019). For instance, if a diabetic patient with a visual preference is educated on diet and exercise planning using charts and diagrams, they are likely to retain the information and apply the concepts to change their lifestyle practices.

Different learning styles can be incorporated in health promotion using various teaching methods aiming at aura, visual, read/write, and hands-on. For instance, the provider can give a health talk to target aural learners and use posters and charts containing health messages for visual learners (Mangold et al., 2018). In addition, handouts and pamphlets can be provided to target read/write learners, and demonstrations can be used for kinesthetic learners.

Conclusion

Learning styles are a major element of the comprehensive approach that should be considered when planning and facilitating a learning program. My preferred learning style is Kinesthetic since I grasp and retain concepts better when I learn them from practical activities, real-life experiences, and scenarios. Individuals comprehend differently based on whether they learn best when they visualize, hear, read, or engage in practical activities. Therefore, the educator should consider the learner’s style to make the best out of the learning session.

References

Bokhari, N. M., & Zafar, M. (2019). Learning styles and approaches among medical education participants. Journal of education and health promotion8, 181. https://doi.org/10.4103/jehp.jehp_95_19

Childs-Kean, L., Edwards, M., & Smith, M. D. (2020). A Systematic Review of Learning Style Framework Use in Health Sciences Education. American Journal of Pharmaceutical Education. https://doi.org/10.5688/ajpe7885

Mangold, K., Kunze, K. L., Quinonez, M. M., Taylor, L. M., & Tenison, A. J. (2018). Learning Style Preferences of Practicing Nurses. Journal for nurses in professional development34(4), 212–218. https://doi.org/10.1097/NND.0000000000000462

VARK Learn Limited. (2019). The VARK questionnaire. Retrieved from http://vark-learn.com/the-vark-questionnaire/

VARK Analysis Paper – Rubric NRS 429 Topic 1 VARK Analysis Paper

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.

Why Is It Important to Consider Learning Styles?
How Students Learn in Unique Ways

Why is it critical to learn styles image
1What is the significance of learning styles?
Because the majority of people have a preferred method of education.

Some people learn best by listening, while others must observe each step. Still others must do it in order to learn.
To truly commit information to memory, individuals require all three modalities: visual, auditory, and kinesthetic.
While most people excel in one area over another, the trick is identifying the preferred modality and capitalizing on strengths.

Complete this informal inventory in a few minutes.
The responses may astound you.
Additionally, for additional tips on how to help your child improve their study skills and more, click here!
We want to assist your family in any way possible.

Styles of Education
Self-Assessment

To memorize information, such as the spelling of a difficult word or the combination to a locker, you must: Practice repeatedly.

Pronounce the word or numbers aloud.

Conjure up an image of the word or numbers in your mind.

When you want to memorize new song lyrics, you can do the following: Dance around and play air guitar in time with the beat.

Sing along with the music on the radio.

Download and read the lyrics.

You enjoy the following activities while studying: Walking around and reviewing your notes.

With your parents or friends, discuss the material.

Independently read your notes or textbook.

When planning a trip to a new location, you prefer to: Walk, drive, or bike the route in advance.

Take the time to listen to someone explain how to get there.

Consider a map.

When you receive a new gadget that requires assembly, you simply begin.

Request that someone read the directions to you.

Before you begin, read through all of the steps.

If you are required to collaborate on a project, you would prefer to: Assist in the development and construction of a model.

Take part in group discussions and brainstorming sessions.

Create graphs or jot down group notes.

You prefer classes that incorporate: Hands-on experiments.

Numerous lectures.

Assignments for reading.

When you’re in English class and studying a play, you prefer to: Act it out.

Take a listen to the play being read aloud by others.

Read the play aloud to yourself in silence.

When given the opportunity to select a project and present it to your class, you would rather:

Construct a functional replica.

Conduct a presentation.

Design a poster.

When you are distracted, you frequently find yourself in the following situations:

You may be fidgeting or tinkering with your pencil.

Participating in or listening to conversations.

On your notebook paper, doodle.

When attempting to solve a difficult problem, do you: Create a model of the problem or mentally walk through all of the steps?

Contact a few friends or seek advice from an expert?

Make a list of the steps you need to complete and cross them off as you complete them?

Once completed, total the number of a’s, b’s, and c’s.
Add up your responses and “Voila!” you have a snapshot of your preferred method of learning!
If the majority of your responses were “a,” you are primarily a kinesthetic learner.
If the majority of your responses were “b,” you are an auditory learner; if the majority of your responses were “c,” you are primarily a visual learner.
Now that you’ve identified your preferred method of learning, it’s time to put that knowledge to work!

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.