Teaching and Learning Styles

Teaching and Learning Styles

Teaching and Learning Styles

Evaluate personal learning styles.
NRS-429V Topic 1: Teaching and Learning Styles

Teaching and Learning Styles

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?

Replies to Mark Shaffer
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

REPLY

SW
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?

Replies to Jennifer Davis
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.

REPLY

JA
Topic 1 Participation

Description:

NA

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument