VARK Learning from a Nurses View
The nurse’s summary from her VARK learning questionnaire shows that she is primarily more of a kinesthetic learner with a score of 13 points. Secondly, she scores a 10 under the aural category and a 9 under the visual category. Lastly, she scores a 7 when it comes to reading and writing. According to Fleming (2011), being primarily a kinesthetic learner the nurse tends to use all of her senses and easily remembers information when she can apply them to a real life situation. When it comes to applying aural and visual learning it is best for the nurse to carry a conversation about what she has learned, but to also look at pictures and/or graphs so she can physically see and cognitively process the information that is at hand. Conclusively, there is reading and writing for the nurse, she will retain information better if she were to rewrite everything down into words or lists.
The nurses preferred learning style happens to be the exact learning style she scored a 13 on, kinesthetic learning. During nursing school the nurse explains that she succeeded during her clinical rotations and in her skills lab, which primarily utilizes a hand’s on learning approach. She states that at a young age she realized that she was more of a “hand’s on” learner. She states that during nursing school she was able to retain a majority of information given to her when she was able to apply it to a real life event. The nurse also expresses that she felt more confident while she was being checked off for her skills lab or answering a question verbally than being able to answer a question on an exam. When it came to studying she would listen to lectures from her classes, read case studies, look up images, watch videos, join a study group and speak about the material they were to be tested on and practice procedures in the skills lab or borrow materials and practice at home.
Education is one of the primary responsibilities nurses have when it comes to patient care. It is very important for the nurse to assess their patient and determine which learning objective is best for them. “Objectives are most useful when stated in behavioral terms and when they contain these components: the learner and a precise action verb that indicates what the learner will be able to do; the conditions under which the task is performed; and the level of performance expected”(Edelman, 2014, p. 223). When it comes to content there are three common learning domains: psychomotor, affective and cognitive. “The level of learning to be achieved depends on how the nurse anticipates that the content will be used”(Edelman, 2014, p. 224). “To learn or change a health behavior, a person may need to acquire new information, practice some physical techniques, and clarify the ways in which the new behavior may affect relationships with others” (Edelman, 2014, p. 224). When teaching a patient, it important for the nurse to utilize the three objectives with their patient, such as demonstrating, verbalizing and able to utilize successful decision-making.
Aside from the nurse determining proper teaching methods for their patient, it is imperative that the nurse also assesses any educational limitations or language barriers. A majority of infirmaries are able to provide in-house translators and/or language lines. It is important for the nurse to utilize these facilities rather than a patients loved one due to any confusion or miscommunication that may arise. In the case of a patient being illiterate it would not be beneficial for the nurse to provide easy-to-read pamphlets to the patient, the nurse will want to utilize lectures and demonstrative teaching. It is also important for the nurse to pay attention to any nonverbal communication their patient may be expressing. Nonverbal cues could show eagerness/willingness to learn, fatigue, confusion and/or frustration. By the nurse not paying attention to a patients nonverbal cues, that nurse could possibly think that their teaching methods were successful, when in reality the patient was unable to retain any information. At the end of a teaching plan, the nurse should also be able to include outside services for continuing education. For example, teaching a loved one(s) of the patient, health services and even a caseworker who can help with further resources to help the patient and their family. Once the nurse is able understand, determine and apply the learning styles their patients needs, we will be able to see a better outcome in the health field with health management.

References
Edelman, C. (2014). Health Promotion Throughout the Life Span . [VitalSouce bookshelf version]. http://pageburstls.elsevier.com/books/978-0-323-09141-1/id/B9780323091411000103_p0650
Fleming, Neils. "Vark, a Guide to Learning Styles." Vark-learn.com. VARK, 2011. Web. 17 Sept. 2014.
Mohamed, A. A., & Elwogoud Helal, H. A. (2012). Learning Styles of Community Health Nursing Students’ at Faculty of Nursing and Technical Institute of Nursing - In Alexandria. New York Science Journal, 05, 04, 28-37. http://www.sciencepub.net/newyork/