CHCPOL003 - Applying Research and Evidence to Health & Social Care
VerifiedAdded on 2023/04/21
|13
|3007
|257
Homework Assignment
AI Summary
This assignment delves into the importance of research in health and social care, covering topics such as identifying trends, setting research objectives, and evaluating the credibility of sources. It discusses primary and secondary data collection methods, systematic approaches to gathering information, and factors to consider when evaluating the relevance of information. The assignment also addresses organizing research information, successful reporting strategies, prioritization of information, comparison of sources, feasibility of ideas, evaluation of risks and benefits, and documenting conclusions. Furthermore, it explores the steps for implementing evidence-based practice, lessons learned from research, necessary changes based on those lessons, reasons for further research, and actions to be taken after identifying potential ideas for implementation within a health or social care organization. The performance activity includes research on improving social care, focusing on issues like obesity management in children and urinary incontinence in the elderly, along with objectives, assessment of sources, and comparisons to ensure relevance and reliability.
Contribute Materials
Your contribution can guide someone’s learning journey. Share your
documents today.
Running head: DISCUSSION QUESTIONS ASSESSMENT: TASK ONE AND TWO
Discussion Questions Assessment: Task One and Two
Name
Institutional Affiliation
Discussion Questions Assessment: Task One and Two
Name
Institutional Affiliation
Secure Best Marks with AI Grader
Need help grading? Try our AI Grader for instant feedback on your assignments.
DISCUSSION QUESTIONS ASSESSMENT: TASK ONE AND TWO 2
Discussion Questions Assessment: Task One and Two
Assessment Task One
1. A. Reasons for carrying out research into health and social care practices
To improve health and social well-being of a community,
To find out people at risk of infection and make necessary intervention
To evaluate the effectiveness of health and social care practices (Learner guide 2017)
1 B. Means of identifying and analyzing trends in my work area
I am interested in helping and treating elderly patients in hospitals. When evaluating and
analyzing this trend, I will search the internet to identify latest developments on what they are
suffering. Researching provides information on diseases they are suffering, the affected
population, and current interventions.
1C. Research objectives in health and social care
a) To compare the available service options in health and social care.
b) To strengthen the quality of practice in a given area of health and social care.
c) To meet the expectations of the general public.
d) To extend knowledge about health and social care.
e) To reduce the costs of health care.
1D. Credibility of research sources
I will judge its grammar and spelling to determine if it is accurate. In the Learner Guide (2017),
other factors to take into consideration include whether the data is biased. I will also consider the
research methods used and compare the source of data to validate its reliability
2 A. Primary methods of data collection
Discussion Questions Assessment: Task One and Two
Assessment Task One
1. A. Reasons for carrying out research into health and social care practices
To improve health and social well-being of a community,
To find out people at risk of infection and make necessary intervention
To evaluate the effectiveness of health and social care practices (Learner guide 2017)
1 B. Means of identifying and analyzing trends in my work area
I am interested in helping and treating elderly patients in hospitals. When evaluating and
analyzing this trend, I will search the internet to identify latest developments on what they are
suffering. Researching provides information on diseases they are suffering, the affected
population, and current interventions.
1C. Research objectives in health and social care
a) To compare the available service options in health and social care.
b) To strengthen the quality of practice in a given area of health and social care.
c) To meet the expectations of the general public.
d) To extend knowledge about health and social care.
e) To reduce the costs of health care.
1D. Credibility of research sources
I will judge its grammar and spelling to determine if it is accurate. In the Learner Guide (2017),
other factors to take into consideration include whether the data is biased. I will also consider the
research methods used and compare the source of data to validate its reliability
2 A. Primary methods of data collection
DISCUSSION QUESTIONS ASSESSMENT: TASK ONE AND TWO 3
Surveys may be conducted using questionnaires where respondents answer questions on a given
topic and send the questionnaire back. Questionnaires are easy to analyze. Respondents may,
however, give misleading information. Interviews may be conducted over the phone or
physically. Interviews are reliable because one may judge the reliability of information by
observing respondents. Interviews may be expensive some times. In focus group method, the
researcher selects a group and gives it a topic to discuss. Data is collected from people as they
discuss. One can learn about perceptions and attitudes of participants. Some members may,
however, not express their honest opinions.
2 B 1. A. Systematic approach in gathering information
According to Learner Guide (2017), systematic approach in research involves following
specified approaches when gathering information on a research topic. The researcher adheres to
defined methods of data collection and analysis. The researcher will follow a defined method of
data collection and analysis in each step.
2 B 2. Steps followed in systematic review of research information
According to the Learner Guide (2017), the researcher has to set the research question which the
study seeks to answer. The second step is to set a scope and the type of information that one is
going to use. The researcher has to take a common approach on the study. If the study entails
collection of data from online sources, they should agree on their themes. The fourth step is in
the analysis. The researcher should choose appropriate method of data analysis (Learner Guide,
2017). One also has to collect and document results in a final document after analysis. The final
step is to draw conclusions from the results. The conclusion answers the research question and
provides further considerations depending on the study findings.
Surveys may be conducted using questionnaires where respondents answer questions on a given
topic and send the questionnaire back. Questionnaires are easy to analyze. Respondents may,
however, give misleading information. Interviews may be conducted over the phone or
physically. Interviews are reliable because one may judge the reliability of information by
observing respondents. Interviews may be expensive some times. In focus group method, the
researcher selects a group and gives it a topic to discuss. Data is collected from people as they
discuss. One can learn about perceptions and attitudes of participants. Some members may,
however, not express their honest opinions.
2 B 1. A. Systematic approach in gathering information
According to Learner Guide (2017), systematic approach in research involves following
specified approaches when gathering information on a research topic. The researcher adheres to
defined methods of data collection and analysis. The researcher will follow a defined method of
data collection and analysis in each step.
2 B 2. Steps followed in systematic review of research information
According to the Learner Guide (2017), the researcher has to set the research question which the
study seeks to answer. The second step is to set a scope and the type of information that one is
going to use. The researcher has to take a common approach on the study. If the study entails
collection of data from online sources, they should agree on their themes. The fourth step is in
the analysis. The researcher should choose appropriate method of data analysis (Learner Guide,
2017). One also has to collect and document results in a final document after analysis. The final
step is to draw conclusions from the results. The conclusion answers the research question and
provides further considerations depending on the study findings.
DISCUSSION QUESTIONS ASSESSMENT: TASK ONE AND TWO 4
2 C. Five factors to take into consideration when evaluating the relevance of information
about health and social care
According to Learner Guide (2017), relevant information should meet the following criterion.
The information should be useful and applicable to the organization, up-to-date, accurate and
detailed, accessible, and add value to the research being carried out. The findings from the
research are intended to guide in the decision-making process. One can also compare different
search results from the internet to gauge the relevance of the information.
2D. 1.Organizing research information for analysis and for future use
Research information may be organized into a report for future reference. The report should
contain the objectives of the study, the method of data collection, and the research question.
When organizing the information, proper formatting using headings and subheadings should
guide the researcher. Include the summary section explaining the research methods used in the
study. In the result section, one should mention the main findings of the study.
2D. 2. Five strategies for successful reporting of research information
Some of the listed strategies for successful reporting include spending time determining the
structure of the report before compiling it. The report should have the contents page to guide the
potential reader on where to access the relevant information in the document. One should also
use simple language and explain technical terms used in the report. There is also a need to
provide a reference page of all sources consulted.
3 A. Three considerations in the prioritization of information
When prioritizing information, some of the considerations include the prioritization based on the
research question. One should also put into consideration only the relevant information that can
be put into practice. Information that is not valuable can be ignored.
2 C. Five factors to take into consideration when evaluating the relevance of information
about health and social care
According to Learner Guide (2017), relevant information should meet the following criterion.
The information should be useful and applicable to the organization, up-to-date, accurate and
detailed, accessible, and add value to the research being carried out. The findings from the
research are intended to guide in the decision-making process. One can also compare different
search results from the internet to gauge the relevance of the information.
2D. 1.Organizing research information for analysis and for future use
Research information may be organized into a report for future reference. The report should
contain the objectives of the study, the method of data collection, and the research question.
When organizing the information, proper formatting using headings and subheadings should
guide the researcher. Include the summary section explaining the research methods used in the
study. In the result section, one should mention the main findings of the study.
2D. 2. Five strategies for successful reporting of research information
Some of the listed strategies for successful reporting include spending time determining the
structure of the report before compiling it. The report should have the contents page to guide the
potential reader on where to access the relevant information in the document. One should also
use simple language and explain technical terms used in the report. There is also a need to
provide a reference page of all sources consulted.
3 A. Three considerations in the prioritization of information
When prioritizing information, some of the considerations include the prioritization based on the
research question. One should also put into consideration only the relevant information that can
be put into practice. Information that is not valuable can be ignored.
Secure Best Marks with AI Grader
Need help grading? Try our AI Grader for instant feedback on your assignments.
DISCUSSION QUESTIONS ASSESSMENT: TASK ONE AND TWO 5
3B. Examples of comparisons in the analysis of sources
The comparison of the analysis of sources in the analysis should contain information about the
information that supports the findings. Additionally, there is also a need to take into
consideration the areas where sources agree or disagree on the topic of study.
3C. Factors to take into consideration when evaluating relevance of information based on
strength, relevance, and reliability of information
Strength Relevance Reliability
It is applicable to the work of
the organization
The timeliness, authority, and
impact of the idea
Supported by variety of
research sources
The source is supported by
other peer-reviewed sources
It is applicable to the work of
the organization
Information is thoroughly
reviewed by experts
Proper research methods used It relates well to the research
objectives
No bias or any reason to doubt
the source
3 D.1. Issues to consider when deciding upon the feasibility of ideas to the organization
One will have to assess all the suggestions and working practices provided in the information
accessed, consider the merits of the findings to the health organization. There is also a need to
consult other members of the organization (Learner Gide, 2017). The feasibility study should
only be applicable to the organization to render it relevant.
3D. 2. Evaluation of risks and benefits associated with ideas in research
This involves assessment of various risks associated with implementation of the working
practices. A probability chart can be used to analyze and identify the potential impacts of risks to
3B. Examples of comparisons in the analysis of sources
The comparison of the analysis of sources in the analysis should contain information about the
information that supports the findings. Additionally, there is also a need to take into
consideration the areas where sources agree or disagree on the topic of study.
3C. Factors to take into consideration when evaluating relevance of information based on
strength, relevance, and reliability of information
Strength Relevance Reliability
It is applicable to the work of
the organization
The timeliness, authority, and
impact of the idea
Supported by variety of
research sources
The source is supported by
other peer-reviewed sources
It is applicable to the work of
the organization
Information is thoroughly
reviewed by experts
Proper research methods used It relates well to the research
objectives
No bias or any reason to doubt
the source
3 D.1. Issues to consider when deciding upon the feasibility of ideas to the organization
One will have to assess all the suggestions and working practices provided in the information
accessed, consider the merits of the findings to the health organization. There is also a need to
consult other members of the organization (Learner Gide, 2017). The feasibility study should
only be applicable to the organization to render it relevant.
3D. 2. Evaluation of risks and benefits associated with ideas in research
This involves assessment of various risks associated with implementation of the working
practices. A probability chart can be used to analyze and identify the potential impacts of risks to
DISCUSSION QUESTIONS ASSESSMENT: TASK ONE AND TWO 6
the organization. Events with a higher probability will be assigned values depending on their
probability of occurring.
3 E. Documenting conclusions
Conclusions should contain what one has learned from the study. One should outline effects of
the implementation on the organization. The conclusions should also include considerations for
further research. For report findings, the researcher should include research objectives, research
questions, methods of data collections, and a summary of sources used.
4. A. Five steps to be followed when implementing evidence-based practice
The five steps in evidence-based practice (EBP) are to ask the question, acquire information,
assess the relevance of information, appraise the evidence collected, and evaluate the findings
(Northern Territory Government, 2019).
4B: Lessons learned from research on health and social care
Some of the four lessons learned involve learning about the appropriate patient/clinical
assessments, furthering the understanding of problems and issues, and developing skills in
planning process.
4B2: Changes necessary from lessons learned
Possible changes include implementing interventions to help the affected population, changes in
legislation to help address the issue, adapting methods to monitor the changes, changing
medications for improved results, and improving safety within the organization for improved
outcomes.
4C. Reasons for further research
The initial research may not have been sufficient enough to gain understanding of potential
impacts. The information may not be up-to-date. Additionally, one may want to identify
the organization. Events with a higher probability will be assigned values depending on their
probability of occurring.
3 E. Documenting conclusions
Conclusions should contain what one has learned from the study. One should outline effects of
the implementation on the organization. The conclusions should also include considerations for
further research. For report findings, the researcher should include research objectives, research
questions, methods of data collections, and a summary of sources used.
4. A. Five steps to be followed when implementing evidence-based practice
The five steps in evidence-based practice (EBP) are to ask the question, acquire information,
assess the relevance of information, appraise the evidence collected, and evaluate the findings
(Northern Territory Government, 2019).
4B: Lessons learned from research on health and social care
Some of the four lessons learned involve learning about the appropriate patient/clinical
assessments, furthering the understanding of problems and issues, and developing skills in
planning process.
4B2: Changes necessary from lessons learned
Possible changes include implementing interventions to help the affected population, changes in
legislation to help address the issue, adapting methods to monitor the changes, changing
medications for improved results, and improving safety within the organization for improved
outcomes.
4C. Reasons for further research
The initial research may not have been sufficient enough to gain understanding of potential
impacts. The information may not be up-to-date. Additionally, one may want to identify
DISCUSSION QUESTIONS ASSESSMENT: TASK ONE AND TWO 7
multiple interventions for different groups of people. Further research helps the researcher to
identify gaps in the current knowledge and develop proper interventions.
4 D. five (5) examples of action that should be carried out after researching and identifying
the potential for implementing ideas within your health or social care organization
a) Applying particular interventions that fit the organizations.
b) Creating objectives for implementation.
c) Setting up a plan for implementation process.
d) Creating a framework for implementation process
e) Evaluating the implementation process regularly
Assessment Task Two
4. A. 1 Reasons for carrying out research into health and social care practices
a. To improve health and social well-being of a community,
b. To find out people at risk of infection and make necessary intervention
c. To evaluate the effectiveness of health and social care practices (Learner guide
2017)
4. A. 2: Secondary resources in research
a. Newspapers
b. Magazines
c. News reports
d. Journals
4. A. 3. Principles of Evidence-based practice (EBP)
Ask the question, gather information, appraise the information, take action, evaluate the
findings, and disseminate the information for use.
multiple interventions for different groups of people. Further research helps the researcher to
identify gaps in the current knowledge and develop proper interventions.
4 D. five (5) examples of action that should be carried out after researching and identifying
the potential for implementing ideas within your health or social care organization
a) Applying particular interventions that fit the organizations.
b) Creating objectives for implementation.
c) Setting up a plan for implementation process.
d) Creating a framework for implementation process
e) Evaluating the implementation process regularly
Assessment Task Two
4. A. 1 Reasons for carrying out research into health and social care practices
a. To improve health and social well-being of a community,
b. To find out people at risk of infection and make necessary intervention
c. To evaluate the effectiveness of health and social care practices (Learner guide
2017)
4. A. 2: Secondary resources in research
a. Newspapers
b. Magazines
c. News reports
d. Journals
4. A. 3. Principles of Evidence-based practice (EBP)
Ask the question, gather information, appraise the information, take action, evaluate the
findings, and disseminate the information for use.
Paraphrase This Document
Need a fresh take? Get an instant paraphrase of this document with our AI Paraphraser
DISCUSSION QUESTIONS ASSESSMENT: TASK ONE AND TWO 8
4. A. 4. Validity of information sources
a. Based on research carried out
b. By comparing the available options
c. Weighing the evidence presented
4. A. 5. Primary research resources
Surveys may be conducted using questionnaires where respondents answer questions on a given
topic and send the questionnaire back. Interviews may be conducted over the phone or
physically. In focus group method, the researcher selects a group and gives it a topic to discuss.
Data is collected from people as they discuss.
4. A. 6. Ethical and cultural considerations in research
a. Inform participants about the research
b. Explain risks and benefits associated with research
c. Take into consideration cultural beliefs of participants
d. Refrain from impartiality
e. Treat people with respect and due dignity
4. A. 7 Processes in the analysis of information
a. Prioritize information based on its use
b. Compare and contrast the sorces
c. Assess the strength and weakness of sources
d. Assess feasibility, benefits, and risks associated with the information
e. Document conclusions from the findings
4. B. Performance activity
4. B. 1. Research on improving social care.
4. A. 4. Validity of information sources
a. Based on research carried out
b. By comparing the available options
c. Weighing the evidence presented
4. A. 5. Primary research resources
Surveys may be conducted using questionnaires where respondents answer questions on a given
topic and send the questionnaire back. Interviews may be conducted over the phone or
physically. In focus group method, the researcher selects a group and gives it a topic to discuss.
Data is collected from people as they discuss.
4. A. 6. Ethical and cultural considerations in research
a. Inform participants about the research
b. Explain risks and benefits associated with research
c. Take into consideration cultural beliefs of participants
d. Refrain from impartiality
e. Treat people with respect and due dignity
4. A. 7 Processes in the analysis of information
a. Prioritize information based on its use
b. Compare and contrast the sorces
c. Assess the strength and weakness of sources
d. Assess feasibility, benefits, and risks associated with the information
e. Document conclusions from the findings
4. B. Performance activity
4. B. 1. Research on improving social care.
DISCUSSION QUESTIONS ASSESSMENT: TASK ONE AND TWO 9
a. Issue one: Obesity and overweight management in children through therapeutic
interventions
b. Issue Two: Management of urinary incontinence in elderly through non-pharmacological
intervention
Objectives for issue One
a. To compare pharmacological and non-pharmacological interventions in the management
of urinary incontinence in the elderly
b. To determine the impact of non-pharmacological interventions in urinary incontinence
Objectives for issue Two
a. To find out the rate of obesity in children in the U.S
b. To determine the impact of therapeutic interventions in the management of obesity and
overweight in children
Assessment of sources using the systematic approach
I set the research question which the study sought to answer. I then set a scope and the type of
information that I was going to use. I took a common approach on the study. I made sure that
my sources agree on their themes. I then analyzed the sources using qualitative analysis
approach. I documented my results. In the final step I drew conclusions from the results. The
conclusions answered the research questions.
Relevance of the sources
The information is useful and applicable to the organization, up-to-date, accurate and detailed,
accessible, and adds value to the research being carried out. The findings from the research are
intended to guide in the decision-making process. A comparison of the sources proved that they
had relevant information.
a. Issue one: Obesity and overweight management in children through therapeutic
interventions
b. Issue Two: Management of urinary incontinence in elderly through non-pharmacological
intervention
Objectives for issue One
a. To compare pharmacological and non-pharmacological interventions in the management
of urinary incontinence in the elderly
b. To determine the impact of non-pharmacological interventions in urinary incontinence
Objectives for issue Two
a. To find out the rate of obesity in children in the U.S
b. To determine the impact of therapeutic interventions in the management of obesity and
overweight in children
Assessment of sources using the systematic approach
I set the research question which the study sought to answer. I then set a scope and the type of
information that I was going to use. I took a common approach on the study. I made sure that
my sources agree on their themes. I then analyzed the sources using qualitative analysis
approach. I documented my results. In the final step I drew conclusions from the results. The
conclusions answered the research questions.
Relevance of the sources
The information is useful and applicable to the organization, up-to-date, accurate and detailed,
accessible, and adds value to the research being carried out. The findings from the research are
intended to guide in the decision-making process. A comparison of the sources proved that they
had relevant information.
DISCUSSION QUESTIONS ASSESSMENT: TASK ONE AND TWO
10
4. B. 2 Comparison of sources .
Strength Relevance Reliability
They are applicable to the
work of the organization
The timeliness, authority, and
impact of the idea
They are supported by variety
of research sources
The sources are supported by
other peer-reviewed sources
The sources are applicable to
the work of the organization
Information is thoroughly
reviewed by experts
Proper research methods used They relate well to the
research objectives
No bias or any reason to doubt
the source
4b.2.3 Implementation of EBP
Call for action in the implementation of EBP in obese and overweight children
1. Nurses to treat patients using non-pharmacological interventions
Call for action in the implementation of EBP in elderly with urinary incontinence
1. Nurses and doctors to start treating elderly patients using therapeutic and physical
exercises interventions
10
4. B. 2 Comparison of sources .
Strength Relevance Reliability
They are applicable to the
work of the organization
The timeliness, authority, and
impact of the idea
They are supported by variety
of research sources
The sources are supported by
other peer-reviewed sources
The sources are applicable to
the work of the organization
Information is thoroughly
reviewed by experts
Proper research methods used They relate well to the
research objectives
No bias or any reason to doubt
the source
4b.2.3 Implementation of EBP
Call for action in the implementation of EBP in obese and overweight children
1. Nurses to treat patients using non-pharmacological interventions
Call for action in the implementation of EBP in elderly with urinary incontinence
1. Nurses and doctors to start treating elderly patients using therapeutic and physical
exercises interventions
Secure Best Marks with AI Grader
Need help grading? Try our AI Grader for instant feedback on your assignments.
DISCUSSION QUESTIONS ASSESSMENT: TASK ONE AND TWO
11
References
Burgio, L., K. (2014). Lifestyle and behavioral therapies for urinary incontinence. The Global
Library of Women’s Medicine. Retrieved from
https://www.glowm.com/section_view/heading/Lifestyle%20and%20Behavioral
%20Therapies%20for%20Urinary%20Incontinence/item/855
Cook, K. & Sobeski, L. (2013.) Urinary incontinence in the older adult. Special Populations.
Retrieved from https://www.accp.com/docs/bookstore/psap/p13b2_m1ch.pdf
Greer, A., J., Arya, A., L., & Smith, L., A. (2013). Urinary Incontinence: Diagnosis and
Treatment in the Elderly. Geriatric Urology, 2: 66-75. [Online], Available at:<
https://link.springer.com/content/pdf/10.1007%2Fs13670-013-0037-6.pdf>
Gukuk, S. & Adnan, G. (2017). Approach to urinary incontinence in the elderly in primary care:
a mini review. MOJ Gerontology & Geriatrics, 6. . Retrieved from
https://medcraveonline.com/MOJGG/MOJGG-01-00032.pdf
How, H., C. & Quah, H., J. (2013). Managing urinary incontinence in the community. Singapore
Med J, 5:8: 420-424. Retrieved from
http://www.smj.org.sg/sites/default/files/5408/5408practice1.pdf
Jonasson, L., L. & Joseffson, K. (2016). Staff experiences of the management of older adults
with urinary incontinence. Healthy
Aging Research, 5(16). Retrieved from https://www.longdom.org/articles/staff-
experiences-of-the-management-of-older-adults-with-urinary-incontinence.pdf
Learner Guide (2017). Research and apply evidence to practice. Tafe Queensland.
11
References
Burgio, L., K. (2014). Lifestyle and behavioral therapies for urinary incontinence. The Global
Library of Women’s Medicine. Retrieved from
https://www.glowm.com/section_view/heading/Lifestyle%20and%20Behavioral
%20Therapies%20for%20Urinary%20Incontinence/item/855
Cook, K. & Sobeski, L. (2013.) Urinary incontinence in the older adult. Special Populations.
Retrieved from https://www.accp.com/docs/bookstore/psap/p13b2_m1ch.pdf
Greer, A., J., Arya, A., L., & Smith, L., A. (2013). Urinary Incontinence: Diagnosis and
Treatment in the Elderly. Geriatric Urology, 2: 66-75. [Online], Available at:<
https://link.springer.com/content/pdf/10.1007%2Fs13670-013-0037-6.pdf>
Gukuk, S. & Adnan, G. (2017). Approach to urinary incontinence in the elderly in primary care:
a mini review. MOJ Gerontology & Geriatrics, 6. . Retrieved from
https://medcraveonline.com/MOJGG/MOJGG-01-00032.pdf
How, H., C. & Quah, H., J. (2013). Managing urinary incontinence in the community. Singapore
Med J, 5:8: 420-424. Retrieved from
http://www.smj.org.sg/sites/default/files/5408/5408practice1.pdf
Jonasson, L., L. & Joseffson, K. (2016). Staff experiences of the management of older adults
with urinary incontinence. Healthy
Aging Research, 5(16). Retrieved from https://www.longdom.org/articles/staff-
experiences-of-the-management-of-older-adults-with-urinary-incontinence.pdf
Learner Guide (2017). Research and apply evidence to practice. Tafe Queensland.
DISCUSSION QUESTIONS ASSESSMENT: TASK ONE AND TWO
12
Lukacz, S., E., Yahir, L., Alibo, M., & Brubaker, L. (2017). Urinary Incontinence in women a
review. JAMA. Retrieved from
https://medschool.ucsd.edu/som/obgyn/Documents/jama_Lukacz_2017_rv_170007.pdf
Menezes, E., C., Virtuoso, S., V., & Mazo, Z., G. (2015). Older women with urinary
incontinence present less physical activity level usual. Rev Bras Cineantropom
Desempenho Hum 17(5), 612-620. Retrieved from
https://periodicos.ufsc.br/index.php/rbcdh/article/download/1980-
0037.2015v17n5p612/30119
O’Donnell, J., E., Tharby, R., F., Gill, S., P. (2017). General practice views of managing
childhood obesity in primary care: a qualitative analysis. The Royal Society of Medicine
Journals. Retrieved from
http://journals.sagepub.com/doi/full/10.1177/2054270417693966
Parikh, Y., Masson, K., & Williams, K. (2016). Researchers’ perspectives on pediatric obesity
research participant recruitment. Clinical Translational Medicine. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4919270/pdf/40169_2016_Article_99.p
df
Pandita, A. (2016). Childhood obesity: prevention is better than cure. Diabetes, Metabolic
Syndrome and Obesity: Targets and Therapy, 9, 83–89. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4801195/
Perryman, L., M. & Kara, A., Sidoti (2015). Ethical considerations in the treatment of childhood
obesity. Medicolegal and Bioethics. Retrieved from
https://www.dovepress.com/getfile.php?fileID=24030
12
Lukacz, S., E., Yahir, L., Alibo, M., & Brubaker, L. (2017). Urinary Incontinence in women a
review. JAMA. Retrieved from
https://medschool.ucsd.edu/som/obgyn/Documents/jama_Lukacz_2017_rv_170007.pdf
Menezes, E., C., Virtuoso, S., V., & Mazo, Z., G. (2015). Older women with urinary
incontinence present less physical activity level usual. Rev Bras Cineantropom
Desempenho Hum 17(5), 612-620. Retrieved from
https://periodicos.ufsc.br/index.php/rbcdh/article/download/1980-
0037.2015v17n5p612/30119
O’Donnell, J., E., Tharby, R., F., Gill, S., P. (2017). General practice views of managing
childhood obesity in primary care: a qualitative analysis. The Royal Society of Medicine
Journals. Retrieved from
http://journals.sagepub.com/doi/full/10.1177/2054270417693966
Parikh, Y., Masson, K., & Williams, K. (2016). Researchers’ perspectives on pediatric obesity
research participant recruitment. Clinical Translational Medicine. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4919270/pdf/40169_2016_Article_99.p
df
Pandita, A. (2016). Childhood obesity: prevention is better than cure. Diabetes, Metabolic
Syndrome and Obesity: Targets and Therapy, 9, 83–89. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4801195/
Perryman, L., M. & Kara, A., Sidoti (2015). Ethical considerations in the treatment of childhood
obesity. Medicolegal and Bioethics. Retrieved from
https://www.dovepress.com/getfile.php?fileID=24030
DISCUSSION QUESTIONS ASSESSMENT: TASK ONE AND TWO
13
Pulgaron, R., E. (2013). Childhood obesity: A review of increased risk for physical
and psychological comorbidities. Clinical Therapeutics, 35 (1). Retrieved from
https://www.clinicaltherapeutics.com/article/S0149-2918 (12)00726-6/pdf
Simard, C. & Tu, L., M. (2010). Long-term efficacy of pelvic floor muscle rehabilitation for
older women with urinary incontinence. Journal of Gynecology. Retrieved from
https://www.jogc.com/article/S1701-2163(16)34740-5/pdf>
Silva, A., Souza, L., K., Diouboux, V. (2011). Urinary incontinence and the criteria of frailness
among the elderly outpatients. Retrieved from
http://taurus.unicamp.br/bitstream/REPOSIP/108333/1/2-s2.0-79960032874.pdf
13
Pulgaron, R., E. (2013). Childhood obesity: A review of increased risk for physical
and psychological comorbidities. Clinical Therapeutics, 35 (1). Retrieved from
https://www.clinicaltherapeutics.com/article/S0149-2918 (12)00726-6/pdf
Simard, C. & Tu, L., M. (2010). Long-term efficacy of pelvic floor muscle rehabilitation for
older women with urinary incontinence. Journal of Gynecology. Retrieved from
https://www.jogc.com/article/S1701-2163(16)34740-5/pdf>
Silva, A., Souza, L., K., Diouboux, V. (2011). Urinary incontinence and the criteria of frailness
among the elderly outpatients. Retrieved from
http://taurus.unicamp.br/bitstream/REPOSIP/108333/1/2-s2.0-79960032874.pdf
1 out of 13
Related Documents
Your All-in-One AI-Powered Toolkit for Academic Success.
+13062052269
info@desklib.com
Available 24*7 on WhatsApp / Email
![[object Object]](/_next/static/media/star-bottom.7253800d.svg)
Unlock your academic potential
© 2024 | Zucol Services PVT LTD | All rights reserved.