Begin reviewing and replying to peer postings/responses early in the week to enhance peer discussion. See the rubric for participation points. Participate in the discussion by asking a question, providing a statement of clarification, providing viewpoints with a rationale, challenging aspects of the discussion, or indicating relationships between two or more lines of reasoning in the discussion. Always use constructive language, even in criticism, to work toward the goal of positive progress.

Peer 1

I am very much a right brain learner. I am very concrete in my thinking patterns, so I learn well if I am taught using a strategy with a structured environment. (Bastable, 2019) I need strict instructions with deadlines and goals to meet to be able to learn. I don’t do well making my own schedules as I am a procrastinator at heart.  I have also found that I am a field-dependent learner, meaning that my learning is very externally motivated. I learn best when I’m taught using positive reinforcement. (Bastable, 2019) I need feedback to help me learn. For example, I learn well with open discussions of topics where the students and instructors can offer different view points. It lets me know whether I am understanding things correctly and builds confidence. Lastly, I’ve learned over time that my environment greatly effects how well I learn. (Bastable, 2019) I cannot learn and retain information unless I have a quiet area to do my work in. This is challenging during online school with two kids I might add. 

Determining learning styles is a three-step process. You would need to observe the patient for a little while. This will allow you to see how they take in information. (Bastable, 2019) For example, let them watch a YouTube video about a topic and tell them they need to take a quiz about the topic later. Watch them to see if they take notes or just simply listen to video. Next, an interview must be performed to get a feel for their preferences when it comes to learning.  (Bastable, 2019) Do they learn best in the morning hours? Do they prefer pamphlets or videos?  These are just a few questions that could be asked. Lastly, you should give the patient learning style instruments such as the brain preference indicator to determine whether the patient is a left/right hemisphere learner, etc. (Bastable, 2019) All these should confirm which style learner the patient best matches.

Reference:

Bastable, S. B. (2019). Nurse as Educator, 5th Ed. [South University]. Retrieved from https://digitalbookshelf.southuniversity.edu/#/books/9781284155464/

Peer 2

Under the learning styles page that was posted I took the “Learning Style Self-Assessment to see what the results would come (although by now I do have a good idea of how I learn best.) What came about was that I am mostly an auditory learner. 3 teaching strategies that can and have enhanced my learning style are: studying new material by reading out loud, reading assignment/directions out loud, record yourself or instructor and listen to the recording. I vividly recall while in nursing school recording my classes (per our school it was aloud). I would listen to lecture on the way home, evening after dinner, morning driving to school, etc. When it came to take test, I would recall my instructors voice and what was said to answer many questions.

Applying this knowledge to the real world and in the health care field; I can accurately assess my patients learning style by asking them if they prefer pamphlet to read about their disease or condition, or physically showing them how to use their “insulin pump or perhaps how to inject insulin properly if they’re a newly diagnosed diabetic for instance, or verbally explain the disease and what exactly is going on in their body and how its treated and managed properly. Typically I’ll incorporate all three ways in some fashion or another because I also believe that everyone learns from repetition and continually speaking, demonstrating, and proving reading sources and evaluating the effectiveness of the teaching by either have them verbally explain back to me, or physically showing me the “injection” or skills for example.

Resources:

What’s Your Learning Style? (2020). Retrieved from http://www.educationplanner.org/students/self-assessments/learning-styles.shtml

Hatami, S. (2012). Learning styles. ELT Journal, 67(4), 488-490.

Professor

What alternative teaching strategies can you provide for each age group for those learners that utilize a variety of teaching strategies?

 This is an assignment that is due Saturday June 13, 2020 by noon EST. It is a RUA medicine brochure and paper on teaching the medicine Ixekizumab. I need pictures and all! Is this something you can do? The paper needs to be written in 7th edition APA and the brochure Flesch Kincaid reading level is not higher than seventh grade level!!  

• Explain the concept of a knowledge worker.
• Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.
• Develop a simple infographic to help explain these concepts.
• Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.

hypothetical scenario:

patient admitted to the hospital with chest pain and shortness of breath. patient is discharged with follow up appointment to primary care Doctor. primary care within the same network and able to use hospital electronic medical record for patient medical record

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.

In a paper (750‐1,000 words), 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?

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. 

RUBRIC:

VARK Analysis Paper – Rubric

No of Criteria: 9 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less than Satisfactory75.00 %Satisfactory79.00 %Good89.00 %Excellent100.00 %Content80.0     Personal Learning Styles According to VARK Questionnaire20.0Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.Personal learning style according to the VARK questionnaire is identified, but summary is incomplete.Personal learning style according to the VARK questionnaire is identified and basic summary is provided.Personal learning style according to the VARK questionnaire is identified and described.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 Strategies20.0Personal learning strategy content is missing.Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete.Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described.Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.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 (Effect on educational performance and importance of identifying learning styles for learners as an educator)20.0Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.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.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.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.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 importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion)20.0Understanding 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.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.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.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.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.Organization and Effectiveness15.0     Thesis Development and Purpose5.0Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.Argument Logic and Construction5.0Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.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.Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.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)5.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.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.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.Writer is clearly in command of standard, written, academic English.Format5.0     Paper Format (use of appropriate style for the major and assignment)2.0Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present.Template is fully used; There are virtually no errors in formatting style.All format elements are correct.Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)3.0Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.Total Percentage  100