NRS 429V Week 1 VARK Analysis Paper Assignment

Grand Canyon University NRS 429V Week 1 VARK Analysis Paper Assignment– Step-By-Step Guide

This guide will demonstrate how to complete the Grand Canyon University NRS 429V Week 1 VARK Analysis Paper Assignment  assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NRS 429V Week 1 VARK Analysis Paper Assignment     

Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 429V Week 1 VARK Analysis Paper Assignment depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NRS 429V Week 1 VARK Analysis Paper Assignment     

The introduction for the Grand Canyon University NRS 429V Week 1 VARK Analysis Paper Assignment  is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NRS 429V Week 1 VARK Analysis Paper Assignment     

After the introduction, move into the main part of the NRS 429V Week 1 VARK Analysis Paper Assignment assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NRS 429V Week 1 VARK Analysis Paper Assignment     

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NRS 429V Week 1 VARK Analysis Paper Assignment     

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NRS 429V Week 1 VARK Analysis Paper Assignment

VARK Analysis Paper SAMPLE 

A learning style is a technique or the preferred way in which learners absorb, process, comprehend, and retain knowledge. There are various learning styles which are categorized based on the sensible approaches, which are either visual, auditory, read or write, and kinesthetic. The learning styles are found within the VARK model of students learning. VARK is an acronym for the four primary learning styles Visual, Auditory, Read and Write and Kinesthetic (VARK, 2019). The VARK model recognizes that learners have various approaches on how they process information, typically known as the preferred leaning mode. This essay will discuss learning styles for learners and will include a description of my learning style based on the VARK questionnaire. The paper will also explore the importance of educators identifying learners’ learning styles and application of learning styles in health promotion.   

Personal Learning Style According to the VARK Questionnaire 

My learning style as per the VARK questionnaire is Very Strong Kinesthetic. The VARK questionnaire results were Visual-2, Aural-2, Read/Write- 2, and Kinesthetic-12. The Kinesthetic learning style is defined as one where a learner understands effectively by using experiences and real things even though they are exhibited as images or on screens (VARK, 2019). In the Kinesthetic learning style, I prefer to encounter several experiences to promote understanding of concepts. Furthermore, ideas become valuable if they seem practical, real, and relevant to me, and I need to do something to understand it. 

Preferred Learning Strategies 

The Kinesthetic learning style preference uses experiences and real things when they are presented in images and on screens. The preferred learning strategies in the Kinesthetic learning style include the use of autobiographies and documentaries, applications before learning theories, and the use of demonstrations and applying what one has learned (VARK, 2019). Individuals with kinesthetic preference prefer discussing real things in their life, prefer having their own experiences, doing thing things with others and making things happen through actions (VARK, 2019). In addition, they prefer tackling practical problems and using problem-solving techniques, they complete tasks and prefer outcomes that can be measured (VARK, 2019). Besides, they prefer being part of the team, being appreciated for their experiences and prefer interacting with individuals who apply their ideas as well as individuals who are relevant, concrete, and down-to-earth.   

My preferred learning strategies are similar to a majority of the preferred learning strategies for the Kinesthetic learning style. For instance, I prefer learning to solve problems using real-life case scenarios and practical experiences since I understand things better and also retain the learned information for a more extended period. I understand concepts better when I learn them practically, such as through projects and lab practical. I prefer having a trainer who explains concepts using real-life scenarios, uses demonstrations to explain a theory, and allows me to apply theory in a real-life setting. When studying, I use case studies whereby I attempt solving the case scenarios to gauge my understanding of a concept. By using case studies and theory application, I can relate the information learned and find the information valuable and relevant.  

Sample Answer 2 for NRS 429V Week 1 VARK Analysis Paper Assignment

VARK Analysis Paper 

A learning style refers to how different learners acquire, process, understand, and retain new information. It denotes the habitual cognitive and affective behaviors which influence how each learner interacts in learning environments or situations (Mangold et al., 2018). There are four primary learning styles: visual, auditory, tactile, and kinesthetic. Regarding learning styles, this paper will discuss the author’s learning style and preferred learning strategies and discuss how personal learning styles impact the level to which a learner can comprehend or carry out educational activities. 

Personal Learning Style 

The VARK questionnaire helps one identify their learning style by proposing the learning strategies one should employ to increase their capacity to understand and carry out the learning activities. According to the VARK questionnaire, I am a Very Strong Kinesthetic. The results were Visual-2, Aural-2, Read/Write- 2, and Kinesthetic-12. In the Kinesthetic learning style, the learner understands more effectively when experiences and real things are provided, even if presented as images or through screens (VARK, 2019).  Individuals who fall under the Kinesthetic learning style prefer to learn through experiences and real things. From the VARK assessment, I realized that I prefer encountering experiences since they foster comprehension of concepts. Besides, I identify ideas as valuable if they appear real, practical, and relevant to my life experiences.  

Preferred Learning Strategies 

A learning strategy refers to a person’s approach of organizing and applying a specific set of skills to understand the content or achieve other tasks more effectively and efficiently in academic and non-academic environments. I prefer to learn how to solve a problem by being presented with a real case scenario and applying it to learn the concepts of addressing similar issues. Besides, I prefer learning through practical experiences because I can understand concepts better and retain them in the long term compared to when I read a book or listen to a lecture. I also grasp new information more effectively from practical learning sessions such as field practicum and projects. Furthermore, I prefer tutors and instructors who teach using demonstrations and provide real-life scenarios and guide the learner to apply the learned concept in solving an existing issue.  

My preferred learning strategies compare to most strategies under the Kinesthetic learning style. For instance, the preferred strategies in the Kinesthetic learning style include using real things and experiences when presented through images and screens. Other preferred strategies include documentaries and autobiographies, applying theories before theoretical learning, demonstrations, and applying learned concepts (VARK, 2019). Furthermore, people with the kinesthetic preference would rather discuss real things in their lives, have their own experiences, carry out activities with others, and achieve things using actions(VARK, 2019). Like my preferences,  kinesthetic individuals prefer solving practical problems and applying problem-solving approaches and desire to achieve measurable outcomes.  

Effect on Educational Performance and Importance of Identifying Learning Styles for Learners as an Educator 

A person’s learning style influences how they comprehend or carry out educational activities. A learner grasps the concepts more effectively when the teaching method is consistent with their learning style (Childs-Kean et al., 2020). Consequently, when the teaching method aligns with the learner’s learning style, they understand and perform educational activities more effectively than when forced to adjust to other learning styles. An educator should strive to understand the preferred learning styles of individual learners in order to modify the teaching style to suit each learner’s style. By identifying individual learning styles, the educator can plan the teaching session to incorporate teaching methods that match the learners’ learning styles (Childs-Kean et al., 2020). For instance, in a setting with learners having all the learning styles, the educator can include: chart and diagrams for visuals, a lecture and audio recordings for the aural, reading handouts and books for read/write, and case studies and demonstrations for the kinesthetic. By doing so, the educator will help each learner gain the most from the learning session. 

Learning Styles and Health Promotion 

Health providers conducting health promotion need to be familiar with the learning styles of the individuals receiving the health education. Understanding a patient’s learning style helps enhance their learning, understanding, and retention of the health messages.  Retention of health promotion messages increases the likelihood of individuals implementing them to adopt healthy lifestyle choices (Bokhari & Zafar, 2019). Individuals tend to have a greater interest in health promotion activities if the provider’s teaching method is consistent with their learning styles. Learning styles influence the likelihood of behavioral change if the individual effectively understands and retains the health messages and applies them in making healthier choices (Bokhari & Zafar, 2019). For instance, if a diabetic patient with a visual preference is educated on diet and exercise planning using charts and diagrams, they are likely to retain the information and apply the concepts to change their lifestyle practices.   

Different learning styles can be incorporated in health promotion using various teaching methods aiming at aura, visual, read/write, and hands-on. For instance, the provider can give a health talk to target aural learners and use posters and charts containing health messages for visual learners (Mangold et al., 2018). In addition, handouts and pamphlets can be provided to target read/write learners, and demonstrations can be used for kinesthetic learners.  

Conclusion 

Learning styles are a major element of the comprehensive approach that should be considered when planning and facilitating a learning program. My preferred learning style is Kinesthetic since I grasp and retain concepts better when I learn them from practical activities, real-life experiences, and scenarios. Individuals comprehend differently based on whether they learn best when they visualize, hear, read, or engage in practical activities. Therefore, the educator should consider the learner’s style to make the best out of the learning session.  

References 

Bokhari, N. M., & Zafar, M. (2019). Learning styles and approaches among medical education participants. Journal of education and health promotion, 8, 181. https://doi.org/10.4103/jehp.jehp_95_19 

Childs-Kean, L., Edwards, M., & Smith, M. D. (2020). A Systematic Review of Learning Style Framework Use in Health Sciences Education. American Journal of Pharmaceutical Education. https://doi.org/10.5688/ajpe7885 

Mangold, K., Kunze, K. L., Quinonez, M. M., Taylor, L. M., & Tenison, A. J. (2018). Learning Style Preferences of Practicing Nurses. Journal for nurses in professional development, 34(4), 212–218. https://doi.org/10.1097/NND.0000000000000462 

VARK Learn Limited. (2019). The VARK questionnaire. Retrieved from http://vark-learn.com/the-vark-questionnaire/ 

NRS 429 Week 2 Epidemiology Paper

Since the beginning of time, populations of the world have been affected by numerous infections and diseases. Some of these ailments have had catastrophic effects on mankind and have threatened the survival of different groups of people. For instance, in the periods of Middle and Dark Ages, plagues were common and this led to mortality of millions of people in Europe (MacNeil et al., 2019). The high incident rates of morbidity and mortality reported during this time prompted scientific research in the field of medicine, which led to the discovery of vaccines and other solutions to combat these diseases. Despite these discoveries, there is always an infection that proves to be a menace to populations in the world. As key players in the field of medicine, nurses are expected to remain abreast with the patterns of disease occurrences to ensure that they provide effective care to patients (Harkness & DeMarco, 2016). Through epidemiology studies, nurses gain understanding on the spread of diseases and gain insights about the current preventive measures aimed at managing or controlling the spread of these ailments. As a case in epidemiology, tuberculosis (TB) provides the basis for this discussion.  

According to Crepet et al. (2016), the condition is a major public health concern throughout the world as it competes with the human immunodeficiency virus (HIV) in causing deaths to patients. Since its discovery in 1882, TB has continued to cause misery and death with the vulnerable populations being the hardest hit across the world (Sulis et al., 2014). However, despite a regular declining trend in the incidences of TB over the last decades, new cases and deaths associated with the condition continue to soar when compared with other infectious diseases. As such, there is a need to explore the determinants of health concerning TB and assess the role of community health nurses in controlling the spread of infections. The present study provides a discussion on TB by analyzing the diseases in terms of epidemiologic triangle, the role of nurses in addressing the disease, elaboration of agencies dealing with the ailment and global implication of the disease.  

Description of the Communicable Disease: TB 

TB is an infectious disease that largely affects the lungs. It is caused by a bacteria known as Mycobacterium tuberculosis, which is readily transmitted through air especially when a patient with the disease coughs or sneezes (Galic, 2017). The disease spreads from populations in one community to another or from country to country particularly when people travel. In today’s modern world, there is a tendency for people to travel across several regions and this makes TB a health issue of global concern. Even though the incidence rates of TB are decreasing in the United States of America, there is a common trend in the rise of the disease in many countries of the world (Murray et al., 2014). Nonetheless, the prevalence of drug-resistant TB is rising and this has emerged to be an issue that cannot be overlooked if the efforts to control the disease are to be achieved.  

           MacNeil et al. (2019) postulate that the incidence rates of TB remain high globally when compared with other contagious diseases. About 33% of the population in the world is presumed to be susceptible or tainted with TB infections with new attacks estimated to affect 1% of the world’s population. In 2012, 8.6 million new cases of the disease were reported throughout the world. Besides, within the same year, 1.3 million deaths related to TB were recorded indicating how the disease is dangerous to populations of the world. Additionally, in 2016, the number of deaths soared and was estimated at 1.5 million people with most fatalities reported in developing economies of the world (Crepet et al., 2016). Asia and Africa were the hardest hit as they took the lion’s share of proportions of death at 80% while those resulting from the USA were estimated to be 5-10%. In 2017, approximately 10 million incidences of TB were recorded and the number of deaths estimated to be 1.57 million people (Galic, 2017). South-East Asia and Africa still reported high causes with 9% of the total deaths estimated to be among individuals infected with HIV.  

Globally, TB is the leading cause of mortality from a single cause of communicable disease agents and is also the leading cause of deaths in people with HIV accounting for about 40% of the deaths. Notably, TB is categorized as a poverty-related disease as it disproportionately affects the poorest economies and the most vulnerable together with the marginalized populations across the world (Murray et al., 2014). As such, TB is a reportable disease and groups affected should provide information about their condition early enough to help in controlling its spread. Improving access to early diagnosis and care is one of the basic requirements aimed at reducing the incidence rates of the disease among vulnerable populations (Lacerda et al., 2014). Nonetheless, TB may not be controlled without setting up an operational surveillance system and this relies on reporting of the epidemic to help assess the extent of the infection and to guide in defining intervention measures.  

           TB infection occurs in four stages in the lungs of an affected person. The initial stage is characterized by macrophage response to the bacterial infection. The second phase entails the growth stage while the third stage refers to the immune control stage. The lung cavitation stage is the final phase of TB development and this is manifested through the visible symptoms of the disease. All these four stages occur just within one month. The most common symptoms of TB include a persistent and productive cough that lasts three weeks or more, chest pain, fever, unintentional weight loss, night sweats, and fatigue. Prescription medications have been developed to treat and manage TB in their different stages of development. These include isoniazid, ethambutol, rifampin, and pyrazinamide.  

Determinants of Health and How They Contribute to The Development of TB 

Health is presumed to start from homes, places of work, neighborhoods, schools, and communities. It is apparent that when people do not eat well or practice healthy living at home, they are likely to contract diseases. Besides, access to education, job opportunities and available health care in an economy greatly define the health status of the populace in a given locality (Lacerda et al., 2014). Nonetheless, the availability of social support services and public safety programs influence the health outcomes of different populations throughout the world. Moreover, transportation options, culture, exposure to violence or crime and socio-economic conditions prevailing in a country determine the quality of health of populations therein.  

As earlier indicated, poor economies of the world are negatively affected by the TB pandemic (Williams, Priest & Anderson, 2016). Essentially, these economies suffer from poor access to healthcare most of which are strained due to inadequate resources and lack of properly trained staff. Effective treatment of TB remains a challenge to these economies as the cost of medication remains high to the already struggling countries. Fundamentally, the level and quality of education have a profound impact on the spread and management of TB. The education status of a person influences health choices and the ability to interpret education on self-care given to them (Murray et al., 2014). TB is particularly a serious condition that the victims must take keen interest to handle if they wish to optimize quality of their life. The patients are required to adhere to a medication regimen administered to them and also stick to guidelines on good nutrition to improve recovery (Galic, 2017). Often, developing economies suffer from increased incidences of resistant TB due to poor compliance with medications. The reasons for this can be attributed to lack of adequate finances to buy the prescribed drugs or polypharmacy associated with multiple diseases especially HIV (Williams, Priest & Anderson, 2016). These phenomena increase the patterns of TB especially in communities in poor resource settings.  

The concept of public safety is one key aspect that must be addressed to control the spread of TB. The World Health Organization (WHO) and the Center for Disease Control (CDC) have rolled out campaigns to encourage people to seek treatment in case they have characteristic symptoms of TB (MacNeil et al., 2019). These campaigns are aimed at sensitizing people about the contagious nature of TB and the need to seek early treatment to control the spread of the infections. However, social marginalization in developing countries has contributed to limited access to materials or information required to optimize public safety campaigns. The premise has contributed to delays in diagnosis, clinical worsening as well as poor adherence to TB medications (Williams, Priest & Anderson, 2016). As such, global disease control strategies have not been achieved in these hard-to-reach groups and this has stagnated efforts to control TB in African and South-East Asia.   

Epidemiologic Triangle and its Relationship with TB 

An epidemiologic triangle is modeled based on the occurrences and spread of TB among the vulnerable populations. This model has three edges known as vertices and it starts with the host factors which entail the person susceptible to the infection (MacNeil et al., 2019). The second vertex is the agent factor and refers to the virulent nature of the infectious agents. Besides, different disease agents develop a variety of strains or mutative strains to survive in a given host or respond to treatments. The third vertex is the environment and this relates to the prevailing condition where the infectious agents survive the most. Often, infectious microorganisms thrive best under room temperature, neutral pH and in areas with adequate nutrients or in a lipophilic medium.  

In focusing on the epidemiologic triangle, human beings serve as the host for the development of TB infections. For one to contract the disease, they need to be exposed to Mycobacterium tuberculosis by getting into close contact with an infected person. The infection of TB is also high among populations with low immunity or those having immunosuppressant infections like HIV. As concerning the agent factors, the bacteria causing TB to develop virulence based on the host factors and this permits the progression of the infection at different stages.  

There is also a concern about the emergence of TB strains related to the non-compliance to prescribed medications. The strains include the Multi-Drug Resistant TB (MDR-TB) and the Extensively Drug-Resistant TB (XDR-TB) most of which contribute significantly to the deaths of patients. The environmental factors on the other hand points at the hosts and the prevailing conditions that improve the survival of the bacteria. One must strive to break the cycle in the spread of TB if they wish to control the condition. The premise entails controlling the point of entry of the medication or seeking prompt care in case one contracts the ailment.  

Role of Community Health Nurse 

According to Harkness and DeMarco (2016), community health nurses serve critical roles in providing treatment to patients. In essence, they diagnose the prevailing health condition of a client which will enable them to offer interventions aimed at improving the quality of life for patients. Often, community health nurses are required to perform epidemiologic surveillance so that they understand disease patterns in a given region. Nonetheless, community health nurses provide health education to members of a community to reduce the occurrence of ailments or deaths associated with those diseases. In the context of TB, a community health nurse provides risk communication to the populations affected by TB. The approach entails the identification of individuals susceptible to TB infections within a community (Harkness & DeMarco, 2016). Communication also involves dissemination of vital information on methods of care to lessen the transmission and contraction of TB.  

Occasionally, community health nurses assess standards put in place to identify indicators of TB management and reactions of patients to interventions administered. With this, nurses survey the findings on care of patients based on protocol established by relevant agencies (Harkness & DeMarco, 2016). In looking at the disease through different lenses, community health nurses suggest possible options that can be used to update treatment alternatives that aim to improve TB management.  

One National Agency or Organization that Address TB 

The Center for Disease Control (CDC) is one of the agencies in America that actively address TB pandemic. The organization undertakes disease surveillance to categorize communities susceptible to the infection. The CDC receives data from states in America to analyze reports on incidence rates of TB. Through national inventory data, the organization reports cases of morbidity and mortality associated with TB. The agency provides preventive measures to manage the spread of the disease (Crepet et al., 2016). Through its research laboratories, the CDC develops therapy options in the management of different strains of TB infections. The organization also addresses comorbidities of TB particularly HIV and provides guidelines on health practices that can reduce the virulence of the two infections. Often, the CDC provides publications on practice guidelines for managing all stages of TB infections. Nonetheless, the agency avails a standardized checklist for the identification of symptoms of TB (Sulis et al., 2014). These also include providing information on personal behavior that can prevent the spread of the infection.  

Global Implications of TB 

TB significantly contributes to the global burden of diseases and also leads to deaths among affected populations. In 2017 alone, 10 million new cases of TB were reported and deaths estimated at 1.57 million (MacNeil et al., 2019). The statistics indicate that despite being preventable as well as curable, the disease tops as the leading cause of mortality globally from infectious ailments. Moreover, TB is ranked as the leading cause of death for people infected with HIV. In 2017, 300,000 deaths were reported to be of people suffering comorbidities of HIV and TB (Galic, 2017). Countries with weak economies particularly in South-East Asia and Africa are categorized as high-burden nations as they need a lot of resources to tackle the rising incidences of the pandemic. The affluent economies, on the other hand, provide funding to support TB research in developing countries.   

Conclusion 

Tuberculosis is an infectious condition of global concern due to high reported cases of morbidity and mortality ever since its discovery. The geographic pandemic of the infection is skewed towards countries with weak economies particularly in South-East Asia and Africa. While successful treatment and management of TB remain a global challenge, there is a need for further research to address future risks associated with the pandemic.   

References 

Crepet, A., Repetto, E., Al Rousan, A., Sané Schepisi, M., Girardi, E., Prestileo, T., … & Decroo, T. (2016). Lessons learnt from TB screening in closed immigration centres in Italy. International health, 8(5), 324-329. Doi:10.1093/inthealth/ihw025.  

Galic, K. (2017). An overview of tuberculosis: What you need to know. In Tuberculosis of the Central Nervous System (pp. 541-550). Springer, Cham. 

Harkness, G. A., & DeMarco, R. F. (2016). Community and public health nursing: Evidence for practice. PA, Wolters Kluwer.  

Lacerda, S. N. B., de Abreu Temoteo, R. C., de Figueiredo, T. M. R. M., de Luna, F. D. T., de Sousa, M. A. N., de Abreu, L. C., & Fonseca, F. L. A. (2014). Individual and social vulnerabilities upon acquiring tuberculosis: A literature systematic review. International archives of medicine, 7(1), 35. Doi:10.1186/1755-7682-7-35.  

MacNeil, A., Glaziou, P., Sismanidis, C., Maloney, S., & Floyd, K. (2019). Global epidemiology of tuberculosis and progress toward achieving global targets—2017. Morbidity and Mortality Weekly Report, 68(11), 263. Doi:10.15585/mmwr.mm6811a3.  

Murray, C. J., Ortblad, K. F., Guinovart, C., Lim, S. S., Wolock, T. M., Roberts, D. A., … & Wang, H. (2014). Global, regional, and national incidence and mortality for HIV, tuberculosis, and malaria during 1990–2013: A systematic analysis for the Global Burden of Disease Study 2013. The Lancet, 384(9947), 1005-1070. Doi:10.1016/S0140-6736(14)60844-8. 

Sulis, G., Roggi, A., Matteelli, A., & Raviglione, M. C. (2014). Tuberculosis: Epidemiology and control. Mediterranean journal of hematology and infectious diseases, 6(1). Doi:10.4084/MJHID.2014.070 

Williams, D. R., Priest, N., & Anderson, N. B. (2016). Understanding associations among race, socioeconomic status, and health: Patterns and prospects. Health Psychology, 35(4), 407. Doi:10.1037/hea0000242.