NRS-429VN VARK Analysis Paper Assignment Example Two Learning Style Summary According to the VARK Questionnaire

 

Human beings are perpetual learners, embarking on the journey of acquiring knowledge from birth until their last breath. Recognizing that everyone possesses distinct learning styles, it becomes imperative for each individual to discover the approach that suits them best (Husmann & O’Loughlin, 2019). The Visual, Aural, Read/Write, and Kinesthetic (VARK) questionnaire, devised by Neil Fleming in 1987, serves as a tool to identify individual learning styles. With sixteen questions, this assessment categorizes individuals into five strategies, offering valuable insights into their preferred modes of learning. This paper aims to delve into the VARK questionnaire scores for a nurse, comparing their learning style with others and contemplating necessary changes for improved learning behavior.
Preferred Learning Strategies
Learning styles encompass the modes individuals employ to collect, interpret, process, and reflect on educational materials. These preferences, rooted in natural inclinations, are crucial for educators to consider when delivering information. Effective teaching involves incorporating activities that stimulate visual, aural, read/write, and kinesthetic learning modalities, catering to diverse student preferences. The analysis of my VARK scores reveals a multimodal learning style with a blend of read/write and kinesthetic preferences. Being flexible in delivering information, especially through hands-on approaches, aligns with my intended nursing practices.
Impact on Educational Activities
Individual learning styles significantly influence the understanding and execution of educational activities. As a kinesthetic learner with the highest score in this modality, I excel in activities that involve hands-on experiences. Clinical rotations, such as catheter insertions, become more manageable through overlapping visual aids, dictionaries, handouts, and practical engagement. The preference for reading textbooks and written materials for exams aligns with my kinesthetic learning style. Retaining information is enhanced through real-life exposure, utilizing all senses to grasp knowledge. Understanding how different modalities contribute to memory retention shapes effective learning practices.
Importance in Health Promotion
Understanding the learning styles of individuals participating in health promotion is paramount for achieving desired outcomes. Learning styles play a crucial role in behavioral change, impacting how individuals absorb and apply health-related information. In health promotion interventions, accommodating diverse learning styles becomes essential for enhancing the possibility of behavioral change. Educators and health professionals must recognize and tailor their approaches to align with individuals’ learning preferences, ensuring effective communication and engagement.

In conclusion, the VARK questionnaire provides valuable insights into preferred learning styles. For nurses and healthcare professionals, understanding one’s learning style is crucial for effective education and practice. Embracing diverse learning modalities contributes to enhanced study habits, education, and overall satisfaction in both work and studies.
References:
Husmann, P. R., & O’Loughlin, V. D. (2019). Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students’ study strategies, class performance, and reported VARK learning styles. Anatomical sciences education, 12(1), 6-19.

Idrizi, E., & Filiposka, S. (2018). VARK learning styles and online education: Case Study. Learning, 5-6.

Khongpit, V., Sintanakul, K., & Nomphonkrang, T. (2018). The VARK learning style of the university student in computer course. International Journal of Learning and Teaching, 4(2), 102-106.

Mozaffari, H. R., Janatolmakan, M., Sharifi, R., Ghandinejad, F., Andayeshgar, B., & Khatony, A. (2020). The relationship between the VARK learning styles and academic achievement in Dental Students. Advances in medical education and practice, 11, 15.