, ,

A learner’s ability to acquire knowledge depends on their personalities and environments. Sometime an individual learn form combination of different learning styles. But people needs to learn to develop specific styles of learning in view of present needs regardless of their personalities. Students should acquire their individual styles to learn in order to succeed. Adapting to learning methods that are suitable for an individuals learning preference can provide the opportunity to learn faster and sooner. If a learner is not given the opportunity to identify their learning preferences it can lead to frustration, inability to learn and understand. Learning style describes the way in which student uses different method in the way they acquire, understand and remember knowledge or information.The VARK Questionnaire is a tool through which one can identify his or her learning style and is based on how individual interact and respond to their learning environment. After taking the VARK questionnaire, I came to know that my preferred learning method is Read/Write. Read and Write learning implies that I prefer using write and read. From the results, it is clear that people with my preference like to use lists (a, b, c, d, and 1, 2, 3, 4) and to order things into categories, extracting meanings from headings and titles, correcting mistakes, clarity in what has been written. They also like to take in information to use lists, use titles and headings that clearly explain what follows and get information from people who use words well and have lots of information in their sentences. Learning is actually a permanent change in behavior that occurs as a result of experiences. It is imperative to modify learning methods time to time just to see if learning methods has been effective.An effective environment can be created by accommodating students learning preferences. Verbal learners learn from written words and in person speeches. It is important how a teacher and gets students attention during in person speech sessions. Verbal learning preferences not only limit to students but also includes teachers who provide information during the sessions. Kinesthetics preferred learners learn from performing hands on activities.

Nurses should always use this method when teaching their patients with devices or equipment that needs proper care and attention. An example of kinesthetic learning method would be having your patient perform insulin administration and ostomy bag change in order to understand and assess learning needs. Nurses can always combine kinesthetic and verbal learning methods while providing teaching to patients.Performing hands-on activities and providing information in written can always benefit patients health outcomes.

Educators, instructors can play an important role for students in identifying preferred method of learning.it is important for the educator to make sure the student is getting an opportunity to understand the material. This can only done if educator assess the preferred learning methods of students.

It is important to know that all learning methods can be combined together when preferred learning method has not been assessed. Aural learners learn from sound such as music recording tapes for Aural students the environment plays a significant role if the environment is noisy it will impact students ability to retain and gain the information. In individual learning settings a learner learns being alone, often sitting at a desk in a private room. Logical learners learn from an environment which encourages use of logic’s and reasonings. Verbal learners have an opportunity to listen and to look at the written information which is sometimes presented in the diagrams, and create an image in the mind to help in retaining the information for longest. Combination of different learning methods will give an opportunity for the learner to identify which method is most effective.

In the end I appreciate the effort of Grand Canyon University to introduce me with VARK learning analysis, which has identified my preferred learning method. this can be very useful for many more students in the future. It will make learning easy and enjoyable.

References:

Nursing and Midwifery Council. Standards of proficiency for midwives. 2019.

https://www.nmc.org.uk/globalassets/sitedocuments/standards/standards-of-proficiency-for-midwives.pdf

Khakbazan Z, Ebadi A, Geranmayeh M, Momenimovahed Z. Midwifery professionalism: an integrative review. J Clin Diagnostic Res. 2019; 13 (3): LE01 – LE08. 10.7860/JCDR/2019/38209.12654

Home Healthcare Now 2021; 39(6): 310-319.research-article

Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: using the VARK model. Journal of postgraduate medicine, 60(2), 183.

VARK Analysis Paper

View Rubric

Status

Published

Assessment Traits

Requires Lopeswrite

Assessment Description

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:

Click “OK” to receive your questionnaire scores.
Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

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.

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. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

VARK Analysis Paper – Rubric

Rubric Criteria

Total100 points

Criterion	1. Unsatisfactory	2. Less than Satisfactory	3. Satisfactory	4. Good	5. Excellent
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.
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.
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.
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.
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.
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.

Criterion

1. Unsatisfactory

2. Less than Satisfactory

3. Satisfactory

4. Good

5. Excellent

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

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.

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.

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.

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.

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)

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.

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.