Case Studies Of Community Health

CASE # 1 About: History of Public Health and Public and Community Health Nursing

Michael works as a home health nurse in his suburban community. He visits 7-10 clients each day. On today’s visitations, Michael will provide care for four clients who are recovering from hip replacement surgery and three clients who are recovering from heart surgery, and he will provide intravenous (IV) antibiotics for a man with an infected wound.

Among this list of clients, Michael visits Mrs. T., an 87-year-old white woman who lives alone and is recovering from triple bypass surgery that she underwent a month ago. Michael’s goals are to check on her recovery progress, reload her medications in her weekly medication container, and administer an influenza vaccine. Case Studies Of Community Health

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Upon entering Mrs. T.’s small house, Michael finds the house in disarray: clothes are scattered about, dirty dishes with crusted food line the kitchen counters, and no lights are on. Michael finds Mrs. T. lying in bed watching television. Mrs. T. complains to Michael of feeling too tired to do anything; she eats only what is already prepared (e.g., frozen dinners or snack foods like potato chips) because cooking requires too much effort. She spends most of her days lying in bed and has not bathed in a week.

Michael helps Mrs. T. out of bed and assists her with a bath. After the bath, Michael fixes Mrs. T. a quick lunch and refills her medication box while she eats. Michael encourages Mrs. T. to start getting some exercise by doing the household chores so that her heart can get stronger. “The stronger your heart is, the more energy you will have,” Michael tells Mrs. T. Michael also enlists several services for Mrs. T.: A home health aide will come to the house three times a week to help Mrs. T. bathe, and Meals-on-Wheels will bring her breakfast and lunch. Finally, Nurse Michael administers the influenza vaccine. Case Studies Of Community Health

During Nurse Michael’s visit the following week, Mrs. T. is showing improvement. She tells Michael, “I just love that little girl who comes to help me; she is just so sweet. And the Meals-on-Wheels program is a blessing, I now have more energy to keep this place clean the way I like it.”

Questions

1. What challenges did Nurse Michael face in his first visit with Mrs. T. that public health nurses (PHNs) in the late 1800s also faced?
2. From your knowledge about the history of public health, compare an example of care displayed by nursing leaders of the past versus the current activities of Nurse Michael. For example, how was Nurse Michael’s nursing care similar to what Mary Breckinridge provided in the Frontier Nursing Service (FNS)?
3. How do the types of illnesses of Nurse Michael’s clients differ from the types of illnesses that were experienced by clients of PHNs in the early 1900s? Case Studies Of Community Health

CASE STUDY # 2 ABOUT CULTURAL DIVERSITY IN THE COMMUNITY

 Nurse Betty is teaching a health-promotion class to a group of Hispanic migrant workers. Nurse Betty is white, and this is her first time interacting with people of Hispanic culture. Nurse Betty speaks a little Spanish, but not enough to teach the whole class in Spanish. Most of the migrant workers speak only Spanish. Nurse Betty understands that she needs to provide culturally competent care to make her health-promotion class most effective but is not sure where to start. Case Studies Of Community Health

Questions

1. What is the first step that Nurse Betty should take to prepare for her health-promotion class?
2. What are the language barriers, specific risk factors, and traditional healing practices that Nurse Betty must be aware of if she is to successfully interact with the group of Hispanic workers?
3. How can Nurse Betty involve the community to improve the effectiveness of her health-promotion class?

CASE # 3: ABOUT ENVIROMMENTAL HEALTH

John J. is a school nurse at Jackson Elementary School, which was built in 1960. Nurse John has noticed that many students from Ms. Zee’s second grade class have come to the clinic complaining about coughing, sneezing, runny nose, and watery eyes. Nurse John has also observed that Steven Tea, the only asthmatic student in Ms. Zee’s class, has had more asthma attacks this year than he did last year. Because the rest of the school is not experiencing the same respiratory problems, Nurse John is concerned that something in Ms. Zee’s classroom is causing students to feel ill. Case Studies Of Community Health

Nurse John decides to visit Ms. Zee’s classroom. Upon entering the classroom, one of the few located in the school’s basement, John is struck by the powerful musty smell that inhabits the room. While talking to Ms. Zee, John learns that the classroom has “smelled bad for years,” and that students from previous years have complained about respiratory problems. Nurse John notes that Ms. Zee has stuffed a blanket at the base of the classroom’s small rectangular window near the ceiling because the window does not close completely.

John suspects that Ms. Zee’s classroom walls are contaminated with mold. Upon further research, Nurse John learns that if water gets between the exterior and the interior of a building’s wall, mold can grow in the moist environment. This situation can occur as the result of construction defects in the building (e.g., leaky windows). Nurse John also learns that people who are exposed to extensive mold growth may experience allergic reactions, such as hay fever-like allergy symptoms, and that people who already have a chronic respiratory disease, such as asthma, may experience difficulty breathing when exposed to mold. Nurse John is concerned about the possible mold contamination effect on his asthmatic student, Steven. Case Studies Of Community Health

Questions

1. Identify the agent, host, and environment in this case study, and describe how they interacted to bring about the occurrence of disease.

2. Is the mold contamination in Ms. Zee’s room a point-source pollutant or a non–point-source pollutant?

3. What can Nurse John do to learn more about indoor air quality (IAQ) and about what to do in case of mold?

4. What are some possible interventions that Nurse John could apply to address the mold contamination in Ms. Zee’s room?

CASE # 4: ABOUT INFECTIOUS DISEASE PREVENTION AND CONTROL

Hilary S. is a nurse health inspector at the county health department. Nurse Hilary visits businesses in the community that have the potential to spread infectious diseases to large and/or vulnerable populations. Today, Nurse Hilary will visit the We Love Kids daycare center and a nearby seafood restaurant.

The daycare center cares for children ages 1 month to 6 years. To enroll a child in daycare, parents must show proof that the child is up-to-date on all age-appropriate immunizations or must show proof of medical or religious exemption. Nurse Hilary finds the records in the office area and confirms that all children have received the necessary immunizations. She observes that employees use gloves when changing diapers, cleaning a baby’s spit-up, and tending to a scratched knee from a playground accident. Employees also wash their hands after each of these events, before and after giving a baby his bottle, and before entering the 1- to 6-month-old room after leaving the 2- to 3-year-old room. Nurse Hilary also notices a flyer posted in the employee break room that informs staff of the upcoming mandatory in-service that will be held to discuss the importance of checking bottles, especially those that contain breast milk, for the correct name before feeding a child. Case Studies Of Community Health

The seafood restaurant is a chain restaurant that has become less popular over the past couple of years. Many customers have complained about the quality of the food. Recently, 20 cases of severe diarrhea were reported to the health department by people who had just eaten at the restaurant. Nurse Hilary observes the cooks in the kitchen. The refrigerator and the freezer are kept at appropriate temperatures for storing food. Food is stored in airtight, plastic containers. Nurse Hilary watches as the cook who is preparing the chicken for broiling is also in charge of prepping the plates that are going out to the customers. Upon cutting into a piece of chicken about to go out to the dining room, Nurse Hilary notes that the center looks pink and undercooked. Pieces of wilted lettuce are scattered on the countertops. During her 2-hour visit, the main chef washes his hands twice, although he leaves the kitchen four times for a smoking break. Case Studies Of Community Health

Questions

1. How is the daycare center providing infectious disease control?

2. Describe the outbreak of diarrhea.
3. Endemic
4. Epidemic
5. Pandemic

3. Which of the five keys to safer food does the restaurant not follow?

CASE # 5: ABOUT FAMILY HEALTH RISK

The M. family consists of Mr. M. (Harry), Mrs. M. (Shirley), 18-year-old Annie, 15-year-old Michelle, 13-year-old Sean, and 7-year-old Bobby. Harry is the pastor of Faith Baptist Church, where he has served for the past 15 years. Shirley is a housemother and is the primary caretaker for the children.

For the past year, Shirley has felt tired and “rundown.” At her annual physical, Shirley describes her symptoms to her physician. After several tests, Shirley is diagnosed with stomach cancer. Shirley starts to cry and says, “How will I tell my family?”

Shirley’s primary physician refers the family to Trisha F., a mental health nurse specialist. Nurse Trisha calls the household and speaks to Shirley. Nurse Trisha tells Shirley that she was referred by the physician, and she can help Shirley cope with the diagnosis. Shirley confides in Trisha that it has been 2 weeks since she received the diagnosis, but she has yet to tell her husband and children. Shirley asks Trisha if she can help her tell her family and explain what it all means. Nurse Trisha makes an appointment to go to the M. household and facilitate the family meeting.

Questions

1. Use the five interacting variables (physiological, psychological, sociocultural, developmental, and spiritual) of the Neuman Systems Model to assess the family’s ability to adapt to this life event. Think of one question Nurse Trisha can ask the family regarding each variable.

2. Is this life event a normative event or a nonnormative event?

3. Which phase of the home visit has Nurse Trisha reached (initiation phase, previsit phase, in-home phase, termination phase, or postvisit phase)?

CASE # 6: ABOUT CHILD AND ADOLESCENT HEALTH

Glenda R. is a parish nurse for Holy Cross Catholic Church. The church’s youth group teacher has overheard several of the 13- and 14-year-old teenagers talking about dating and sexual behaviors. The youth group teacher invites the parish nurse to speak to the group about sex and abstinence. Nurse Glenda sends letters to the parents describing when she will speak to the group about these topics and what will be discussed. Parents who would like their child to attend this class are asked to fill out the permission form.

On the night of the class, 18 of the 20 youth group members arrive for the class with their consent forms in hand. The room is set up with chairs in a circle and a computer with projector next to Nurse Glenda’s chair. Using pictures on the computer, Nurse Glenda illustrates the basic anatomy of the reproductive system and discusses what should be expected during puberty. Most of the class time is then spent discussing reasons for abstinence, how to know when you are ready for sex, and how to say no if you are not. Case Studies Of Community Health

Questions

1. Which teaching intervention designed to gather questions and feedback about the lesson would be most effective for this age group?
2. A confidential question box passed around for students to submit any questions they have about sex. Each student is asked to write something on a piece of paper, even if it is not a question or a comment, and to place it inside the box. Nurse Glenda reviews the papers and answers questions at the end of the class.
3. An open forum where students raise their hands and ask questions. Nurse Glenda responds appropriately.
4. A survey completed at the end of the class that students give to Nurse Glenda as they leave.

2. After the class has been given, Nurse Glenda talks to the parents and the church’s religious education teacher. Nurse Glenda believes that she can do more with this age group and would like to offer her services to them. She suggests that an evening of preventive screenings should be offered. What should Nurse Glenda screen for in this group of teenagers?

3. How can Nurse Glenda use interactive health communication (IHC) to reinforce the lesson?

CASE # 7: ABOUT POVERTY AND HOMELESSNESS

The community of Finnytown has identified the need for a shelter to serve homeless women and children. Finnytown currently has a homeless shelter for men. Women and children can obtain health care services there but are not allowed to stay overnight. The Finnytown health care task force performed a community assessment that revealed that a higher number of homeless men than women reside in Finnytown, but the percentage of homeless women is steadily increasing. Results further showed that more women with children than men are living in poverty. The task force speculated that many women who are living in poverty are being overlooked and thus are becoming women without homes.

The task force and the community of Finnytown decide to open a homeless shelter for women and children. The new shelter will primarily serve women with children who are homeless or in poverty. Georgia B. is the community health nurse who is a member of the task force team. Nurse Georgia and other health care professionals are charged with planning health care services for women with children to be provided at the new homeless shelter. Case Studies Of Community Health

Questions

1. What common health problems should Nurse Georgia and the task force be aware of when planning health services to be provided at the new shelter?

2. What effects of poverty on the health of children should Nurse Georgia and the task force be aware of when planning appropriate services?

3. After the shelter opens, Nurse Georgia becomes one of the nurses who works in the clinic. What strategies are important for Nurse Georgia to implement when working with this population?

CASE # 8: ABOUT THE NURSE LEADER IN THE COMMUNITY

Ann T. is the state school nurse consultant. Nurse Ann provides guidance for school nurses across the state and organizes policy development for school nursing. Many of Nurse Ann’s hours are spent communicating by phone, face-to-face, or by e-mail with nurses and families who have questions regarding health services in the schools.

Terry L. contacts Nurse Ann. This is Terry’s first year as a school nurse, and she is working in a rural high school. She is worried about delegating medication administration to unlicensed personnel. “What exactly can be delegated, to whom, and how should I document it?” asks Nurse Terry.

Nurse Ann explains to Terry that some state laws specify who may delegate tasks, and the State Board of Nursing gives advice on which nursing tasks can be delegated. Nurse Ann tells Terry where on the Internet she can find these laws along with advisory opinions, and she e-mails copies to Terry. Nurse Ann shows Terry how to use the delegation decision tree and discusses some of Nurse Terry’s more challenging delegation issues. Nurse Terry must then use the materials to decide what she is comfortable delegating. Nurse Ann also gives Nurse Terry some sample training materials and documentation forms that other nurses in the state are currently using. Case Studies Of Community Health

Questions

1. Which type of consultation model did Nurse Ann use? Explain your answer.

2. What can Nurse Ann do to reduce for other school nurses the confusion that surrounds delegation in school nursing?

3. What should Nurse Ann do to communicate effectively with the nurses and families whom she encounters?

CASE # 9: ABOUT FORENSIC NURSING IN THE COMMUNITY

Amanda J. is a forensic nurse who has been trained as a sexual assault nurse examiner (SANE). Amanda works part-time in the emergency room, where she occasionally examines victims of rape and sexual assault. Amanda also works part-time as a consultant for a local domestic-violence shelter for women and children. Every year Nurse Amanda helps to organize a Walk to Prevent Domestic Violence in her community. Proceeds raised from the walk go toward the domestic-violence shelter. Nurse Amanda provides literature about domestic violence at the walk as well as at other organizations in town. Case Studies Of Community Health

Questions

1. Which levels of prevention does Nurse Amanda address in her practice?
2. Primary only
3. Secondary only
4. Tertiary only
5. Two of the above
6. All of the above
7. None of the above

2. What are the most common types of trace evidence of victims of violence, including those who are raped?

3. The concepts in forensic nursing theory include, but are not confined to, safety, injury, presence, perceptivity, victimization, and justice. How might Nurse Amanda address these concepts in her nursing practice? Case Studies Of Community Health

The Patient Protection and Affordable Care Act focus on health promotion

Today, Health care delivery system has been increasingly expensive because of the shortage of health care professionals and costs of health care. Not only that, the costs of medical treatment been doubled with in ten years for each individual. The Affordable Care Act intends to resolve the health care problems in the United States and developing the resources to improve the health care delivery system (Abrams et al., 2015). In this situation, The Patient Protection and Affordable Care Act focus on health promotion and disease prevention for the people. The PPACA build the new models to deliver the care that would be essential to the patients and families in low costs. The PPACA plan is to lower the health costs with in ten years. “The major ways that these cost savings will be accomplished are promoting health and preventing disease, decreasing reliance on fee for service, providing cost-effective care, and using the electronic health record (EHR) across settings. Two of the delivery systems highlighted in PPACA are the “Patient Centered Medical Home” (PCMH) and the “Accountable Care Organization” (ACO)” (Hass, 2011).The Patient Protection and Affordable Care Act focus on health promotion

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The PPACA established to deliver the care in health system by involving interdisciplinary care team because they can work together to provide most cost effective care and coordinate each other to achieve better outcomes. For example, Electronic health record information is available to entire health care team to share the information and evaluate the care if action needs to be taken. The interdisciplinary care team can monitor the patients if their chronic health problems need to be managed by educating or counseling them. The entire team members can document their notes and it will be easier to access their documentation to the rest of the team who is involved in patient’s care. Not only that, the results would be also available in timely manner to evaluate as well as it reduces the error on documentation. The EHR is reliable tools to use today and it is a great way to deliver the care to the patients to achieve better outcomes.

I NEED YOU TO COMMENT FROM THIS POST, 100 WORDS NEEDED AND A REFERENCE PLEASE The Patient Protection and Affordable Care Act focus on health promotion

Nursing Essays – Healthcare Research and Quality (AHRQ) Quality Indicators (QIs)

Nurses use Quality Indicators (QIs) for several purposes. QIs highlight potential quality concerns, identify areas that need further study and investigation, and track changes over time. The Agency for Healthcare Research and Quality (AHRQ) QIs include Prevention Quality Indicators, Inpatient Quality Indicators, Patient Safety Indicators, and Pediatric Quality Indicators (Agency for Healthcare Research and Quality, n.d.). You will use these quality indicators within your Assignment.

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•Draft a 2- to 3-page paper describing your selected QI in general, and then describe how this QI has the potential to improve the quality, safety, and outcomes of your patients and their families. •Describe the current data available and leadership’s goal for improvement. •Draft a solution using 2 sources from professional and scholarly literature to support your proposal. •Use the 2000/3000 AWE Level Assignment Template in the resources for this week to complete your Assignment. •Use in-text citations to support your paper. Use essay-level writing skills, including the use of transitional material and organizational frames. APA citation. Prefer any quality indicators related to percutaneous coronary intervention or acute myocardial infarction

VARK Analysis

Since birth, human beings are continually learning, and their learning styles differ depending on the person. It is thus essential for each to identify the learning style that best suits them (Bhagat et al., 2015).  A specific analysis tool is the Visual, aural, read/write and kinesthetic (VARK) allows one to recognize their style that better prepares them throughout their educational process. Neil Fleming designed the tool in 1987 as a sixteen question assessment scores. After tallying the results, the tool shows where the individual falls within the five strategies. Understanding an individual’s learning styles improves the capacity of teaching others in different settings. The purpose of the paper is to discuss the nurse’s scores of the VARK questionnaire, compare their identified learning style with the rest and identify the required changes to improve one’s learning behavior.

Learning styles are the modes used to collect, interpret, process and reflect on educational materials. Learning preferences are those modalities in which one has a natural preference for (Almigbal, 2015). Students are different in their learning preferences, and it is crucial for educators to effectively deliver information in accordance with the demands of the students. Learners understand proficiently when teaching approaches combine different activities which exhilarate and enhance the visual, aural, read/ write and kinesthetic learning modalities.

After tallying the scores, I identified myself as a multimodal with a firm emphasis on read/write and kinesthetic. Multimodal refers to the combination of two or more learning types. According to Fleming, multifocal individuals are more flexible on how they deliver information NRS-429VN – VARK Analysis Paper. However, such individuals require sensory input and output through all modes before they become satisfied with what they have learned. As a nurse, I was not surprised with the results as I tend to utilize read/write and kinesthetic modalities in most learning processes.

The highest scores were in kinesthetics, which I agree to, since doing activities hands-on provides me with a better understanding of the educational material. For example, when carrying out clinical rotations, I am better adapted to certain activities after doing them. An example is the insertion of catheters. I excel well by overlapping the two modalities using hands-on approach, visual aids, dictionaries and handouts. When studying for exams and quizzes, I find textbooks and other written materials of great importance.

As a kinesthetic learner, I am partial in acquiring knowledge through practice and exposure. Rather, I find the acquisition of knowledge associated with reality. I grasp information best by utilizing all the senses such as smell, touch, sight, hearing and taste. Particularly, working in the hospital laboratory, participating in field trips, listening to lectures on real-life circumstances, working hands-on and, looking at recipes that are capable of resolving a problem are of great significance. Retaining information is enhanced through the reduction of notes and using illustrations to illuminate a concept.

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In the third and fourth position were visual and aural modalities. It reflects my preference for visual modality since picture graphs and coloration grab my attention and enable me to remember the content taught. Particularly, I utilize the aural modality through engagement in discussions with classmates since talking about a subject increases my understanding. During the comparison, I noted that my preferred style is visual and kinesthetic. The fact that the visual modality was not at the top of the list was however astonishing. Kinesthetic modality topped the list, and I found it odd that visual modality and learning from doing correlate.

I scored in all the four modalities, reflecting the usefulness and the capability of adapting in various learning situations. Nonetheless, I feel that aural learning modality presents the possibility of errors. One should learn the relevant knowledge and understand and not repeating it in their head over and over. Similarly, read/ write contributes to memorization. In the field of nursing, nurses should gain knowledge through understanding instead of memorizing a material which could be tested as a broader subject later.

After reviewing the learning styles, it is imperative to note that some modifications are required to improve my learning capabilities. Significant changes include incorporating more books and diagrams. Also using a tape recorder to brainstorm ideas and explaining data to people unfamiliar with what they are learning is essential. Information on learning styles with be of a profound benefit since one effectively understands themselves through acquiring knowledge concerning the overall learning theories. Through incorporation of different strategies, I will improve my study habit, education and grades, contributing to overall satisfaction about my work as well as studies NRS-429VN – VARK Analysis Paper.

According to Michael and Prithishkumar (2014), educators should diversify their teaching styles to gratify the preferences of each learner. Awareness of preferred learning styles for different learners is necessary to allow teaching fluctuate from traditional teacher-centric approach to a student-centric reciprocating process. Diverse knowledge modalities are imperative to the practical moulding of learners educational preferences. People with multimodal educational preference need similar objectives presented in multiple modalities to understand educational materials fully. Previous studies have concluded that educators who match their teaching with the preferred learning styles of students record higher scores (Laxman et al., 2014).  It also makes learning easy and enjoyable.

In conclusion, VARK enables an individual to understand their learning style of preference. Utilizing the tools specifically designed for an individual improve their learning and comprehension of various educational materials. I identified myself as a multifocal learner, with a high preference for kinesthetic learning. VARK also highlighted other learning modalities than that can be utilized to reinforce one’s study habits.

References

Almigbal, T. H. (2015). Relationship between the learning style preferences of medical students and academic achievement. Saudi medical journal, 36(3), 349.

Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S58.

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

Laxman, K., Sandip, S., & Sarun, K. (2014). Exploration of preferred learning styles in medical education using VARK modal. Russian Open Medical Journal, 3(3).

VARK Analysis Paper

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 (­ http://vark-learn.com/the-vark-questionnaire/ ), 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 (900-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 4 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 APA guidelines.

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, so no plagiarism. NRS-429VN – VARK Analysis Paper.

VARK Analysis

Since birth, human beings are continually learning, and their learning styles differ depending on the person. It is thus essential for each to identify the learning style that best suits them (Bhagat et al., 2015).  A specific analysis tool is the Visual, aural, read/write and kinesthetic (VARK) allows one to recognize their style that better prepares them throughout their educational process. Neil Fleming designed the tool in 1987 as a sixteen question assessment scores. After tallying the results, the tool shows where the individual falls within the five strategies. Understanding an individual’s learning styles improves the capacity of teaching others in different settings. The purpose of the paper is to discuss the nurse’s scores of the VARK questionnaire, compare their identified learning style with the rest and identify the required changes to improve one’s learning behavior.

Learning styles are the modes used to collect, interpret, process and reflect on educational materials. Learning preferences are those modalities in which one has a natural preference for (Almigbal, 2015). Students are different in their learning preferences, and it is crucial for educators to effectively deliver information in accordance with the demands of the students. Learners understand proficiently when teaching approaches combine different activities which exhilarate and enhance the visual, aural, read/ write and kinesthetic learning modalities.

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After tallying the scores, I identified myself as a multimodal with a firm emphasis on read/write and kinesthetic. Multimodal refers to the combination of two or more learning types. According to Fleming, multifocal individuals are more flexible on how they deliver information. However, such individuals require sensory input and output through all modes before they become satisfied with what they have learned. As a nurse, I was not surprised with the results as I tend to utilize read/write and kinesthetic modalities in most learning processes.

The highest scores were in kinesthetics, which I agree to, since doing activities hands-on provides me with a better understanding of the educational material. For example, when carrying out clinical rotations, I am better adapted to certain activities after doing them. An example is the insertion of catheters. I excel well by overlapping the two modalities using hands-on approach, visual aids, dictionaries and handouts. When studying for exams and quizzes, I find textbooks and other written materials of great importance.

As a kinesthetic learner, I am partial in acquiring knowledge through practice and exposure. Rather, I find the acquisition of knowledge associated with reality. I grasp information best by utilizing all the senses such as smell, touch, sight, hearing and taste. Particularly, working in the hospital laboratory, participating in field trips, listening to lectures on real-life circumstances, working hands-on and, looking at recipes that are capable of resolving a problem are of great significance NRS-429VN – VARK Analysis Paper. Retaining information is enhanced through the reduction of notes and using illustrations to illuminate a concept.

In the third and fourth position were visual and aural modalities. It reflects my preference for visual modality since picture graphs and coloration grab my attention and enable me to remember the content taught. Particularly, I utilize the aural modality through engagement in discussions with classmates since talking about a subject increases my understanding. During the comparison, I noted that my preferred style is visual and kinesthetic. The fact that the visual modality was not at the top of the list was however astonishing. Kinesthetic modality topped the list, and I found it odd that visual modality and learning from doing correlate.

I scored in all the four modalities, reflecting the usefulness and the capability of adapting in various learning situations. Nonetheless, I feel that aural learning modality presents the possibility of errors. One should learn the relevant knowledge and understand and not repeating it in their head over and over. Similarly, read/ write contributes to memorization. In the field of nursing, nurses should gain knowledge through understanding instead of memorizing a material which could be tested as a broader subject later.

After reviewing the learning styles, it is imperative to note that some modifications are required to improve my learning capabilities. Significant changes include incorporating more books and diagrams. Also using a tape recorder to brainstorm ideas and explaining data to people unfamiliar with what they are learning is essential. Information on learning styles with be of a profound benefit since one effectively understands themselves through acquiring knowledge concerning the overall learning theories. Through incorporation of different strategies, I will improve my study habit, education and grades, contributing to overall satisfaction about my work as well as studies.

According to Michael and Prithishkumar (2014), educators should diversify their teaching styles to gratify the preferences of each learner. Awareness of preferred learning styles for different learners is necessary to allow teaching fluctuate from traditional teacher-centric approach to a student-centric reciprocating process. Diverse knowledge modalities are imperative to the practical moulding of learners educational preferences. People with multimodal educational preference need similar objectives presented in multiple modalities to understand educational materials fully. Previous studies have concluded that educators who match their teaching with the preferred learning styles of students record higher scores (Laxman et al., 2014).  It also makes learning easy and enjoyable.

In conclusion, VARK enables an individual to understand their learning style of preference. Utilizing the tools specifically designed for an individual improve their learning and comprehension of various educational materials. I identified myself as a multifocal learner, with a high preference for kinesthetic learning. VARK also highlighted other learning modalities than that can be utilized to reinforce one’s study habits.

References

Almigbal, T. H. (2015). Relationship between the learning style preferences of medical students and academic achievement. Saudi medical journal, 36(3), 349.

Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S58.

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

Laxman, K., Sandip, S., & Sarun, K. (2014). Exploration of preferred learning styles in medical education using VARK modal. Russian Open Medical Journal, 3(3) NRS-429VN – VARK Analysis Paper.