NRS-429VN Family-Centered Health Promotion GCU

NRS-429VN Family-Centered Health Promotion GCU

NRS-429VN Family-Centered Health Promotion GCU
VARK analysis
Introduction
VARK analysis is a tool that evaluates learners based on four preferred learning methods. The four learning styles are visual (diagrams, movies, pictures), auditory (lectures, discussion, music), reading/writing (taking notes, reading textbooks, making lists), and kinesthetic learning (hands-on activities, experiments, movement) forming the acronym VARK. It acknowledges that every learner would have a preferred learning method based on the combination of school activities and teaching methods matched to learning preferences, strengths and style. The analysis makes use of a self-report inventory that pose a series of situations with the learner expected to identify the answer that best answers the preferred learning method (Cherry, 2019). The present paper discusses the results of VARK analysis.
Discussion
Provide a summary of your learning style according the VARK questionnaire.
I had a score of 8 points in the visual preference, 5 points in the auditory preference, 12 points in the reading/writing preference, and 10 points in the kinesthetic preference. The scores indicate that I had strong scores in the reading/writing and kinesthetic preference, with average scores in auditory and visual preferences.
Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
Based on the VARK analysis results, although I can use the four learning methods, my preferred learning style is the multimodal learning strategy since I have multiple learning preferences. In this case, I have two strong preferences and two weak preferences. For that matter, I have a choice of the two strong preferences for my interactions with learning material. To be more precise, my VARK profile is RK thus implying that I prefer to process information presented in the reading/writing format and kinesthetic format in order to get a satisfying and thorough understanding (VARK, 2019).
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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.
Individual learning styles affect the degree to which a learner can understand and perform education activities. That is because the odds of learning success are increased if the learning strategy is within the scope of the preferred learning styles. Using strategies outside the preferred learning style is not helpful since the learner would find it difficult to understand the education material. For instance, the formal education approach places heavy emphasis on the R mode during both the instruction and assessment phases. For learners whose preferred learning strategy is R, this formal education approach does not offer much of a challenge. However, the same cannot be said for learners whose preferred mode is not R since they would be disadvantaged. In such cases, it is recommended that educators use a range of learning modes to reach a larger number of learners. This is considering that learners have different preferred learning modes. Through this approach, the learning environment is equalized so that no learner is left behind or disheartened since individualized approaches are used (Cherry, 2019).
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?
Preferred learning styles are all about the best learning method that is advantageous to the learner through allowing for satisfying and thorough understanding of the education content. For individuals participating in health promotion, achieving the desired outcome is only possible if the information is not only context specific but also presented in the preferred learning mode. For learners who prefer the multimodal learning strategy, the health promotion format and approach does not really matter since they can switch between different learning modes thus allowing them to be context specific. For learners who prefer a single modality, presenting the health information in a different modality makes it difficult for them to understand the information, typically taking longer to achieve the desired outcome. As such, it is prudent to present health promotion in different learning modes so that each individual has an opportunity to learn the information in the preferred model to improve the efficiency of the learning process in terms of increasing the speed at which the content is understood and applied (VARK, 2019).
Conclusion
One must accept that VARK analysis offers an opportunity to understand the preferred learning style. In addition, one must acknowledge that the analysis assigns labels to learners, showing the information modes that are easier to understand. This information is useful for aligning the learning style to the teaching strategy, to improve the learning efficiency in terms of making learning enjoyable, understanding the content and reducing the time spent in learning. This is useful information, justifying the investment in many learning modes to reach a larger audience in health promotion.
 
References
Cherry, K. (2019). Overview of VARK learning styles. Retrieved from https://www.verywellmind.com/vark-learning-styles-2795156
VARK (2019). Understanding the result. Retrieved from http://vark-learn.com/introduction-to-vark/understanding-the-results/

NRS-429VN Family-Centered Health Promotion GCU
Topic 1 DQ 1

Assessment 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?
Being an educator is one of the most important tasks that nurses play in illness prevention and
health promotion. The majority of patient interaction time is spent by nurses, who also offer
proactive advice on vaccines, diet, medicine, and safety.
For all nurses, patient education is a big obligation. Between the time of admission and the
time of discharge, a patient should get education. The ability to instruct patients and enforce
instruction is something that nurses can do at any time. Patient evaluation is the first step in
being a health educator and a teacher. The need for patient assessment stems from the fact
that every patient has a unique learning style, educational background, set of values, and
worldview. Assessing for any learning obstacles is another duty of nurses. Culture, health
disparities, the environment, linguistic, literary, and physiological limitations are only a few
of these obstacles. In order to manage their health, avoid illness, and promote health, patients
need to be educated. As part of an interdisciplinary team, nurses should construct a patient-
specific lesson plan (Whitney, 2018). NRS-429VN Family-Centered Health Promotion GCU
An interdisciplinary team and a nurse educator may work together to create a personalized
care plan. To improve the effectiveness of their instruction, nurses must learn what matters to
their patients and what drives them. Each patient will experience this differently because they
all have various learning motivations. To demonstrate excellent teaching, nurses should use
the teach back technique. It is crucial for nurses to concentrate on a particular target group
that has similar values and objectives when creating educational programs for health
promotion. The degree of literacy and any other learning obstacles must be identified. It is
important to determine the literacy level and any other barriers to learning. Providing various
resources such as video, written, and audio material is essential for teaching and evaluating
the patient’s knowledge in teaching. (Smith & Zsohar, 2013).
When a patient is ready to learn and change, behavioral goals should be included in their care
plan. Before using the behavioral target, a nurse must assess the patient's readiness for change
and develop an objective appropriate for the patient's stage. In addition to being essential in
enhancing patients' health and wellbeing, nurses also play a critical role in patient education.
References
1. Smith, J. A., & Zsohar, H. (2013). Patient-education tips for new
nurses. Nursing, 43(10), 1-3. doi:10.1097/01.nurse.0000434224.51627.8a
2. Whitney, S. (2018). Teaching and Learning Styles. In Health Promotion: Health &
Wellness Across the Continuum. Grand Canyon University.
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Topic 1 DQ 2

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?

The health belief model-rural health promotion and disease prevention toolkit states to focus on the individuals health conditions, how the patient perceives their illness or disease, how the perceive the severity of their illness, barriers that affect the person or community, and confidence to succeed.
The Health promotion model makes four assumptions. One assumption individuals actively search to regulate their lifestyle behaviors, individuals actively participate in the environment and in turn change themselves and the environment, and the individual actively participates to change their behaviors. Health promotion models help patient’s have a healthier lifestyle. There are different factors that individuals and communities have for an unsafe lifestyle behaviors such as not being active, unhealthy daily eating, smoking, and stress. Simpson(2015) states some of the reasons people show these types of unhealthy behaviors is because low income, lack of access to safe places for exercise, healthy foods are not readily available to people, and culture and ethical differences.
Some of the barriers that may occur are that individuals do not want to make the lifestyle change, they do not have the resources, their attitude towards their illness/disease, they may be in denial, and they just aren’t ready to. Looking through this model, it reminded me of a diabetic patient that we gave education daily and the patient was not ready to make lifestyle changes. The patient then had a toe, and then another, and another, until it was a below the knee amputation due to being non-compliant. It was at that point the patient was ready to make the change to their lifestyle. It doesn’t have to get to that point if the correct resources and education is given to patients.
Reference:
Simpson, V. (2015, March). Models and theories to support health behavior … – purdue extension. Health and Human Services. Retrieved August 2, 2022, from https://extension.purdue.edu/extmedia/HHS/HHS-792-W.pdf
The health belief model – rural health promotion and disease prevention toolkit. The Health Belief Model – Rural Health Promotion and Disease Prevention Toolkit. (n.d.). Retrieved August 2, 2022, from https://www.ruralhealthinfo.org/toolkits/health-promotion/2/theories-and-models/health-belief
Pender’s Health Promotion Model. Nursing Theory. (2020, July 21). Retrieved August 2, 2022, from https://nursing-theory.org/theories-and-models/pender-health-promotion-model.php

sample 2
There are several models used to initiate behavioral changes. The following are examples:

Socio-ecological Model: Addresses behavior change at multiple levels; consider inter-relationship between behavior and environment; account for multiple factors that influence behavior change process.
Trans-theoretical Model (stages of change): accounts for readiness to make and sustain behavioral changes
Health Belief Model: addresses readiness to act of health behaviors based on individual beliefs.

I’ll focus on the Trans-theoretical for this assignment. This model helps in the teaching of behavioral changes by focusing on five stages.

Pre-contemplation: No intention to change withing the next 6 months; could be due to lack of knowledge or unsuccessful previous attempts at change.
Contemplation: Considering change within 6 months; Ambivalence may keep individual from progressing.
Preparation: Individual takes steps towards change within the next 30 days
Action: Apparent behavior change for 6 months or less.
Maintenance: Behavior change that has lasted over 6 months.

Barriers that affect a persons ability to learn can vary from intellectual, physical, mental, Social, or even the teachers personality. “The supreme value of a teacher is not in the regular performance of routine duties, but in his power to lead and to inspire his pupils through the influence of his moral personality and example; Strictly speaking, personality is made up of all the factors that make the individual what he is, the complex pattern of characteristics that distinguishes him from the others of his kind; Personality is the product of many integrating forces”(yourarticlelibrary.com).
When a patient is ready to learn/change outcomes are more apparent due to the motivation. The nurse should be able to distinguish between the changes of stages; however, at the same time be aware that progress may go forward or backwards. “While there are some similarities to the socioecological model, this model focuses on helping the individual to move through the stages toward a sustained behavior change”(extension.purdue.edu).

https://extension.purdue.edu/extmedia/hhs/hhs-792-w.pdf

 
 
VARK Analysis Paper
Learning styles represent the diferent 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. NRS-429VN Family-Centered Health Promotion GCU
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 identifed strategies for your preferred learning
style.
5. Examine how awareness of learning styles has infuenced 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
identifed strategies for your preferred learning style.
3. Describe how individual learning styles afect 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 afect the possibility for a behavioral
change? How would diferent 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.
 
 
Family-Centered Health Promotion
NRS-429VN 3 Credits Aug 1 – Sep 4, 2022
Course Description
This course focuses on family theories, health promotion models, cultural diversity, and teaching learning
principles. The course emphasizes the family as the client, family FHP health assessments, screenings across
the lifespan, communication, community resources, and family education. Appropriate health promotion
education is evaluated against evidence-based research and practice.
Instructor Contact Information
Angel Falkner
Angel.Falkner1@my.gcu.edu
Class Resources
Health Promotion: Health and Wellness Across the Continuum
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-andwellness-across-the-continuum_1e.php
NRS-429VN Course Revision History
LopesWrite
Refer to the LopesWrite webpage for guidance regarding assignments requiring submission to LopesWrite.
https://support.gcu.edu/hc/en-us/articles/201277380-LopesWrite
Topic 1: Teaching and Learning Styles
Page 1 Grand Canyon University 2022 © Prepared on: Oct 17, 2022
Objectives:
1. Evaluate personal learning styles.
2. Discuss the application of teaching strategies to support individualized nursing care plans.
3. Examine health promotion models used for behavioral change.
Aug 1, 2022 – Aug 7, 2022 Max Points: 148
Resources
Patient-Education Tips for New Nurses
Read “Patient-Education Tips for New Nurses,” by Smith and Zsohar, from Nursing 2013 (2013).
https://journals.lww.com/nursing/Pages/articleviewer.aspx?
year=2013&issue=10000&article=00024&type=Fulltext
Patient Education in Home Care: Strategies for Success
Read “Patient Education in Home Care: Strategies for Success,” by Ashton and Oermann, from Home Healthcare
Now (2014).
https://www.nursingcenter.com/journalarticle?Article_ID=2460148&Journal_ID=2695880&Issue_ID=2460020
The VARK Questionnaire
Complete “The VARK Questionnaire,” located on the VARK website.
http://vark-learn.com/the-vark-questionnaire/
Teaching Strategies to Support Evidence-Based Practice
Read “Teaching Strategies to Support Evidence-Based Practice,” by Winters and Echeverri, from Critical Care
Nurse (2012).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=104453312&site=ehostlive&scope=site&custid=s8333196&groupid=main&profle=ehost
Health Promotion: Health and Wellness Across the Continuum
Read Chapter 1 in Health Promotion: Health and Wellness Across the Continuum.
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-andwellness-across-the-continuum_1e.php
Page 2 Grand Canyon University 2022 © Prepared on: Oct 17, 2022
Assessments
Class Introductions
Start Date & Time Due Date & Time Points
Aug 1, 2022, 12:00 AM Aug 3, 2022, 11:59 PM 0
Take a moment to explore your new classroom and introduce yourself to your fellow classmates. What are you
excited about learning? What do you think will be most challenging?
VARK Analysis Paper
Start Date & Time Due Date & Time Points
Aug 1, 2022, 12:00 AM Aug 7, 2022, 11:59 PM 100
Learning styles represent the diferent 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: NRS-429VN Family-Centered Health Promotion GCU
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 identifed strategies for your preferred learning
style.
5. Examine how awareness of learning styles has infuenced 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
identifed strategies for your preferred learning style.
3. Describe how individual learning styles afect 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 afect the possibility for a behavioral
change? How would diferent 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.
Page 3 Grand Canyon University 2022 © Prepared on: Oct 17, 2022
Topic 1 DQ 1
Start Date & Time Due Date & Time Points
Aug 1, 2022, 12:00 AM Aug 3, 2022, 11:59 PM 8
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?
Topic 1 DQ 2
Start Date & Time Due Date & Time Points
Aug 1, 2022, 12:00 AM Aug 5, 2022, 11:59 PM 8
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 afect a patient’s ability to learn? How does a patient’s
readiness to learn, or readiness to change, afect learning outcomes?
Topic 1 Participation
Start Date & Time Due Date & Time Points
Aug 1, 2022, 12:00 AM Aug 7, 2022, 11:59 PM 32
Topic 2: The Form and Function of Family
Objectives:
1. Discuss contemporary family structures.
2. Discuss the concepts related to family health promotion.
3. Apply family systems theory.
4. Develop strategies for family-centered health promotion.
Aug 8, 2022 – Aug 14, 2022 Max Points: 198
Resources
Calgary Family Intervention Model: One Way to Think About Change
Read “Calgary Family Intervention Model: One Way to Think About Change,” by Wright and Leahey, from
Journal of Marital and Family Therapy (1994).
https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/calgaryfamily-intervention-model-one-way-think/docview/220942774/se-2?accountid=7374
Page 4 Grand Canyon University 2022 © Prepared on: Oct 17, 2022
Calgary Model of Family Assessment: Experience in a Community Service Project
Read “Calgary Model of Family Assessment: Experience in a Community Service Project,” by Mantelo Cecilio,
Sturiao dos Santos, and Silva Marcon, from Cogitare Enfermagem (2014).
https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=ccm&AN=98719798&site=ehostlive&scope=site&custid=s8333196&groupid=main&profle=ehost
Application of the Calgary Family Assessment and Intervention Models: Refections on the
Reciprocity Between the Personal and the Professional
Read “Application of the Calgary Family Assessment and Intervention Models: Refections on the Reciprocity
Between the Personal and the Professional,” by Leahey and Wright, from Journal of Family Nursing (2016).
https://lopes.idm.oclc.org/login?url=http://ovidsp.ovid.com.lopes.idm.oclc.org/ovidweb.cgi?
T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00060699-201611000-00002&D=ovft&PDF=y
Optional: Nurses and Families: A Guide to Family Assessment and Intervention
For additional information, the following is recommended:
Chapters 3 and 4 from the online eBook, Nurses and Families: A Guide to Family Assessment and Intervention, by
Wright and Leahey (2012), available through ProQuest Ebook Central in the GCU Library.
http://ebookcentral.proquest.com.lopes.idm.oclc.org/lib/gcu/detail.action?docID=1069220
Health Promotion: Health and Wellness Across the Continuum
Read Chapter 4 in Health Promotion: Health and Wellness Across the Continuum.
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-andwellness-across-the-continuum_1e.php
Assessments
Family Health Assessment Part I
Start Date & Time Due Date & Time Points
Aug 8, 2022, 12:00 AM Aug 14, 2022, 11:59 PM 150
Understanding family structure and style is essential to patient and family care. Conducting a family interview
and needs assessment gathers information to identify strengths, as well as potential barriers to health. This
information ultimately helps develop family-centered strategies for support and guidance.
Page 5 Grand Canyon University 2022 © Prepared on: Oct 17, 2022
This family health assessment is a two-part assignment. The information you gather in this initial assignment
will be utilized for the second assignment in Topic 3.
Develop an interview questionnaire to be used in a family-focused functional assessment. The questionnaire
must include three open-ended, family-focused questions to assess functional health patterns for each of the
following:
1. Values/Health Perception
2. Nutrition
3. Sleep/Rest
4. Elimination
5. Activity/Exercise
6. Cognitive
7. Sensory-Perception
8. Self-Perception
9. Role Relationship
10. Sexuality
11. Coping
Select a family, other than your own, and seek permission from th