...part VARK questionnaire chose to answer some categories with one selection and others with two or more selections. The questionnaire concluded the subject’s scores were Visual “V”-3, Aural/Auditory “A”-11, Read/Write “R”-5 and Kinesthetic “K”-9 resulting in a multimodal “AK” learning preference. This individual’s learning style mixes “A” and “K” modalities where they have the ability to switch between them, allowing the individual to adapt to the learning strategy. VARK defines four sensory modalities that are used for learning (VARK, 2015). The “V” modality uses graphics such as maps, charts, diagrams and symbols instead of words to represent the information they are trying to learn. “A” modality prefers information that can be heard or spoken. This represents a traditional classroom type providing lectures, open group discussions, webinars, and talking things through as learning methods. The third category, “R” modality, is defined as the read and write method. It emphasizes all types of reading manuals, power point, dictionaries and internet use. “K” modality is the most common learning style for students but not teachers. This modality is a hands-on concrete method using examples, case studies and reality experiences...
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...Questionnaire Analysis of an Online Nursing Student Zackary S. Stringer, RN Grand Canyon University: NRS-429V Family Centered Health Promotion November 17th, 2013 A VARK Questionnaire Analysis of an Online Nursing Student When entering the realm of online education, one must step back and ask themselves if they are truly able to step away from traditional brick-and-mortar school systems and succeed in an online learning community. One way to assess whether or not this is a possibility is through the VARK questionnaire. The VARK questionnaire was developed by Fleming and Mills in 1992 in an attempt to help students better understand the modalities in which they learn best. The questionnaire is a series of questions that present real life situations relating to learning new skills or teaching new skills to others. The four answer choices then apply to one of the four VARK modalities: visual, aural, read/write, and kinesthetic. Those taking the VARK questionnaire are also given the opportunity to select more than one response if they feel that more than one answer applies to them. After submitting the responses, the scores for the four modalities are revealed, and then a dominant modality is given. As well, someone could be considered multimodal if they scored highly in more than one modality (Sinclaire, 2012). In the exercise that will be discussed, a twenty year old online nursing student who attended a nursing diploma school currently enrolled in a nursing diploma to bachelor’s degree...
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...Running Head: BIOSTATISTICS IN NURSING: FINAL PAPER Biostatistics in Nursing: Final Paper Richard Hoinacki Nova Southeastern University NUR 3200 Marcia Derby RN, MSN, Asst Prof. October 15, 2008 Many people develop renal disease and once they become diagnosed with End Stage Renal Disease many have only a few choices when it comes to renal replacement modalities. According to Chapman, M., Fink, N., Finkelstein, F., Marsh, J., Meyer, K., Powe, N., Wu, A. (2004), every year in the United States, nearly 90,000 patients with chronic kidney disease progress to ESRD and begin renal replacement therapy. Most patients optimally would prefer a kidney transplant, but many may not have the ability to find a donor and must get on a transplant list. So while they wait for a suitable kidney donor their only option is dialysis. End Stage Renal Disease patients have two choices of dialysis, either hemodialysis or peritoneal dialysis. Chronic dialysis can impose a considerable burden on patients and their families, with regards to health care and their quality of life. Many statistical studies have been done to compare the qualities of life with ESRD patients who are on hemodialysis and peritoneal dialysis. According to Lausevic, M., Nesic, V., Stojanovic, M., Stefanovic, V. (2006), health-related quality of life is a multidimensional concept that includes physical functioning, social functioning, mental health, and general health perceptions. This paper...
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...test content C. Risk factors for cancer D. Screening E. Early detection F. Risk Reduction Guidelines G. Diagnostic testing III. Scientific Basis for Practice including Research – 10% of test content H. Carcinogenesis I. Immunology J. Genetics K. Specific cancers (pathophysiology, diagnostic measures, prognosis) L. Classification (tumors, staging, grading) M. Common metastatic sites N. Research Protocols and Clinical Trials IV. Cancer Treatment Modalities – 15% of test content O. Vascular access devices P. Surgery Q. Radiation R. Targeted therapies S. Biotherapy T. Chemotherapy U. Hematopoietic stem cell transplant V. Complementary, alternative and integrative modalities V. Symptom Management – 22% of test content (risk factors, prevention, education, management, and palliative care using the nursing process) W. Etiology and patterns of symptoms (acute, chronic, late) X. Toxicity and rating scales Y. Alterations in comfort Z. Alterations in protective mechanisms [. Alterations in gastrointestinal function \. Alterations in genitourinary function ]. Alterations in respiratory function ^. Alterations in circulatory function _. Alterations in nutrition `. Alterations in neurological function a. Anatomical and surgical alterations b. Pharmacologic interventions...
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...VARK: One or all Sylvia Villanueva Grand Canyon University Family Centered Health Promotion Nursing 429V Dr. Rhonda Johnston January 7, 2016 Vark: One or all “Do you know how you learn?” This is the first sentence on a website that introduces the reader to a way of classifying ways of learning. According to this site, Vark-learn.com (2016), although we have known for centuries about different learning modes, the VARK questionnaire developed in 1987 by Dr. Neil Fleming from New Zealand, was the first to present a series of questions that classified individuals to learning modalities. This classifications came with help sheets for individuals to use in their own way or style of learning. Today this system is still used by high schools, colleges and business to help enhance learning and teaching experiences. These sheets are divided into four groups. Their classifications are: Visual, Aural, Read/Write, and Kinesthetic strategies. The acronym VARK comes from the four divisions. Classification sheets, also referred as help sheets by the VARK website, discuss strategies that help enhance the taking in of information, strategies that make studying or learning more effective, and tips on how to perform well on examinations. But the truth is not as simple as to classifying individuals to just one learning modality. In fact about 35% of individuals use a four-part multimodal approach, and sometimes may switch to a single preferred mode that fits the situation (VARK personal...
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...The Effects of Healing Touch on Patient’s Health Tiffany Y. Gerard California State University, San Marcos Abstract This paper explores the findings from four peer reviewed articles about the effects of Healing Touch (HT)/Therapeutic Touch(TT) has on patients. The studies represented in the articles vary in their study designs; however they all aim to ask the same two questions. 1) Does Therapeutic touch play a role in the healing process and health outcomes in selected patients; and 2) Secondly, Is there a need for TT to be utilized in further treatment modalities? This paper examines two different oncology patient studies, one osteoarthritis pain study and one study focusing on patients who are being treated in a psychiatric facility. The Effects of Healing Touch on Patient’s Health “Healing Touch (HT) is a complimentary non invasive biofield therapy, which has demonstrated effectiveness in reducing pain, distress and fatigue. HT purportedly supports the body’s natural healing process and enhances the function of the immune system (Wong, Ghiasuddin, Kimata, Patelesio, & Siu, 2012, pg.1).” The goal of Therapeutic/Healing Touch is to restore harmony and balance to individuals energy systems, which provides the opportunity to self-heal (Wong et al., 2012, pg.27).This paper explores research conducted on the effects of Healing Touch on patients with cancer, pain as and well as other effects on their mental...
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...Throughout each nurse’s career, many theories and models have directed the individual practices throughout every specific field of nursing. One of the theories that not only directs a nurse’s practice, but also continues to be a positive influence to the practice is Watson’s theory of human caring. The utilization of Watson’s theory of human caring is extremely relevant within the critical care arena, specifically because of the high acuity of the patient population. The practical application of this theory is explored utilizing several important elements to describe a personal interaction between the patient populations. The Caring Moment Defined Watson (2012) defines the caring moment as, “An actual caring moment occasion involves action and choice both by the nurse and the individual. The moment of coming together in a caring moment occasion presents the two persons with the opportunity to decide how to be in the relationship—what to do with the moment” (p. 71). She further explains that if the moment is spiritual then the chance of openness can occur, making the relationship limitless (Watson, 2012). The successfulness of a caring moment allows the human to human interaction to occur, regardless of the personal and social backgrounds of the participants. In each interaction, the participants display different feelings, thoughts, expectations, spiritual beliefs, environmental respects and individual implications. The historical situations that precede the interaction...
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...VARK Analysis More and more, today’s student is becoming less traditional in many areas of their lives and fields of study. Variances can be found in the students’ culture and background, age, degree of intelligence and conditioning. This is becoming truer especially in the medical sciences such as nursing. Much of today’s earning of an advanced nursing degree is done in an environment where the student is not in the traditional learning setting which could include lecturing which can be defined as a passive form of learning. The modern curriculum must explore other methods in the delivery of its goals along with meeting the needs and expectations of the student (Alkhasawneh, Mrayyan, Docherty, Alashram, & Yousef, 2008). One such tool is the VARK method. VARK, which is an acronym for Visual, Aural, Read/Write and Kinesthetic. A common misconception of VARK is that it is a learning style itself. Rather, it is a tool to be utilized to determine the preferred learning style of the student. The VARK questionnaire, which consists of 16 questions, was developed by Neil D. Fleming. There are basically three principles associated with the VARK tool. First everyone can learn academic issues. However, everyone has their own specific learning style. Next, there is found to be an increase in learning motivation when an awareness of the learner’s specific is learning style. Finally concepts are learned through using the senses to differentiate various perceptions (Peyman, Sadeghifar...
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...laboratory, exhibits at a museum. They learn by a teacher who uses real life examples rather than a teacher who adheres to the use of slide presentations. (Fleming, 2011) Aural learners benefit from attending class and discussing topics with others, the use of a tape recorder-maybe recording notes in their own voice. It is easier for auditory learners to explain new information learned to others. (Fleming, 2011)(Desire Hendricks, n.d.) The read/write learner benefits from the use of textbooks and handouts. When studying they may have to write ideas over and over to understand them. They may memorize notes word for word and prefer thorough explanations. (Fleming, 2011) When reading through the different study modalities I would better describe myself as a multi-modality learner, but the type of studying needed has to be based on what type of class you’re taking and at what level of education. In my diploma degree I often found myself needing to write things over and over again...
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...explore the association of crisis intervention relative to nursing and genetics related to Huntington’s disease (HD). The focus will touch on several different topics associated with pre-emptive testing, pregnancy, educational barriers, strengths, signs and symptoms related to the potential of having an aneuploidy fetus. Also, the importance of time sensitive decisions during pregnancy, social support for potential results, financial resources and hardship related to testing. Additionally, the potential for impaired early on-set compromised cognitive functioning linked to Huntington’s disease. Finally, incorporating the expanded role of the professional nursing scope, practice, and ethical dilemmas associated with Huntington’s disease. Chorea a Brief History Huntington-Chorea was identified in 1872 as a rare inherited disorder secondary to “Chorea” jerky uncontrolled movements (Mandal, 2014). Chorea is Greek in origin and defined as “dancing in unison” (Merck Manual, 2015). 1872 the jerky movements were thought to be divine intervention or demon possession that required a type of exorcism to expel (Jumreornvong, 2015). Additionally, with the evolution of genetics in 1983 according to the US-Venezuela Huntington Disease Collaborative Research Project an approximate location of the gene was identified (Mandal, 2014). Likewise, in 1993 the precise gene was isolated and identified to assist in treatment modalities. Additionally, with the advancement of gene splicing has...
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...Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity, and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death. Master’s nursing practice expands upon baccalaureate nursing concepts to include clinical practice knowledge, coaching/mentoring/teaching, consulting/collaborating, advanced leadership, and nursing education with a focus on research and quality assurance, critical thinking, spirituality, diversity, caring, and life-long learning. The advanced professional nursing role relies on best practices and evidence-based research with a focus on evaluation of health, outcomes, and processes. Nursing education is theory driven. Theories are derived from the humanities, sciences, and Biblical concepts. Nursing knowledge, theory, research, and health promotion are influenced by spiritual perspectives, and ethical, legal, political, historical, and social influences. The faculty values excellence in teaching with an individual focus on the learner. Teaching includes a variety of methods, learning modalities, and practice situations. Faculty provide opportunities...
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...Philosophy and Psychology What Has Driven Nursing Theory Discussing the future of nursing theory can bring up a wide outlook of the direction of nursing. Everyone has different views and interests concerning nursing’s future. In this discussion, we will cover some of the opinions of what has driven nursing theory development, what will drive future development in nursing theory, and how might nursing practice change as a result of evolving nursing theory. According to "Nursing Theory" (2011), “The nursing profession has evolved greatly over time, moving from dependence upon total medical direction providing basic care into an independent practice modality with its own nursing theory practice, nursing models, and distinct nursing interventions” (Nursing Theory).The requirements of nursing education have grown greatly. Nurses used to only take care of basic ADL’s of patients. Today, many nurses have more knowledge than the physicians working with these nurses. It is only logical that nurses have their own set of theories and models that guide their nursing practice. Nursing theories increase the general knowledge within nursing through research implementation. Theories provide the basis for nursing practice, helps to generate future knowledge, and indicates in which direction nursing should develop. Nursing theories are an attempt by the nursing profession to continue within the professional boundaries of nursing (Nursing Theory, 2011). Nursing theory has also been driven by the advanced...
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...How might nursing practice change as a result of evolving nursing theory? The evolution of nursing theory has begun to revolutionize how nurses train, apply, and practice their profession. The nursing profession has moved from dependence upon total medical direction providing basic care into an independent practice modality with its own nursing theory practice, nursing models, and distinct nursing interventions. If nurses are to be as effective as possible in helping to provide high quality patient care, they will need to be better prepared as care becomes more complex. There is a need for more nurses with advanced degrees to provide primary care. Continuing education to help nurses retain clinical skills and develop leadership skills is critical to this change. Studies support a significant association between educational level and patient outcomes (Reinhard & Hassmiller, 2012). Evolving and emerging nursing roles for the new millennium is evitable. (Burggraf, 2012). Developing new and more advanced roles for nurses will improve access to care and help contain costs. It will also better prepare nurses to care for people and deliver care to the fullest extent of their education and training. Nursing is at the heart of patient care and is therefore crucial to changing the way health care is delivered. Nurses are the linchpin for health care reform and will be vital to implementing systematic changes in the delivery of care (Reinhard & Hassmiller...
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...Promotion in Nursing Practice NUR442 Dr. Deborah Mandel December 8, 2012 Maintaining Fluid Balance: A Health Promotion Paper • • . INTRODUCTION Fluid overload is a major clinical issue in patients with end stage renal failure. Oftentimes, unresolved and unaddressed fluid overload leads to congestive heart failure. Congestive heart failure is a progressive and systemic disease process that involves the interaction between the heart and kidneys. (Krishnan, 2007). Over time, worsening heart failure coupled with progressive kidney failure leads to diuretic resistance, consistent fluid volume overload and refractory heart failure. (Francis, 2006). Fluid balance is a goal for ESRD patients and should be one of the priorities for health promotion and prevention education. Fluid Overload and the Peritoneal Dialysis Client It is important to note that the client in this paper was diagnosed in 2007 for ESRD and hemodialysis treatment was initiated for this client right away. Initially, patient was getting three times a week dialysis treatments in-center. However, in the last three years, the client’s dialysis treatments were raised to four times per week to avoid fluid overload. Per client’s report, within the last year he would have 1-2 episodes of shortness of breath every three months ending in hospitalizations for congestive heart failure (CHF). In one of the client’s hospitalizations early this year, he was introduced to another treatment modality for ESRD patients...
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...Analysis of a Nursing Conceptual Model, Educating the Staff, Elizabeth's part Nurses have different educational levels so different educational tools are used to teach Watson’s nursing theory (Blais & Hayes, 2011). Watson’s complex, four-element theory will need to be presented over several months for nurses to grasp the concepts and apply the theory in nursing practice. The first in-service should introduce Watson as a nursing theorist and give nurses an overview of the Caritas Process, the Transpersonal Caring Relationship, Caring Moment, and Caring Healing Modalities. Once a month an in-service will be given on the components of one of the four elements for approximately six months. The in-services will be facilitated by a nurse educator with opportunities for discussion on nurses’ feelings about caring, nurses’ experiences with patients, and how to apply the four elements to nursing practice. Nurses can provide feedback on the in-services. The second phase of in-services will focus on implementation into the philosophy of the health care facility, individualized integration into nursing units, nursing job descriptions, clinical ladder, nursing documentation, communication, and continuing educational tools. Each in-service will focus on one aspect of the integration of Watson’s theory into the health care setting. Active involvement of nurses through discussions and planning increases retention and boosts the confidence of nurses during the learning process (Blais & Hayes...
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