Provide examples of experimental and nonexperimental research design NRS 433

Provide examples of experimental and nonexperimental research design NRS 433

Sample Answer for Provide examples of experimental and nonexperimental research design NRS 433 Included After Question

Provide examples of experimental and nonexperimental research design NRS 433

Topic 3 DQ 1

Provide examples of experimental and nonexperimental research design. Contrast the levels of control applied to each.

A Sample Answer For the Assignment: Provide examples of experimental and nonexperimental research design NRS 433

Title: Provide examples of experimental and nonexperimental research design NRS 433

Replies

Experimental research uses a scientific approach towards manipulating one or more control variables. Non- experimental research does not involve the manipulation of control variables. In experimental research the researcher controls all aspects of the study. In non- experimental research the researcher can only rely on interpretation, observation, or interactions to conclude. An example of experimental research is the studying if the effects of a new drug to treat a certain condition is effective. There can be a total of 3 groups. The first group receives a high dose, second group a low dose, and the third group gets a placebo. An example of non-experimental research is when the investigation may be interested in the average age, sex, most common diagnosis, and other characteristics of pediatric patients transported by ambulance. Experimental research is fixed vs. non-experimental research is flexible.

Replies

Quantitative research is research that can be measured whereas qualitative research that cannot be precisely measured (Ebling Library, n.d.). Other differences between the two is that quantitative research is considered hard science, has a narrow focus and tests a theory (Ebling Library, n.d.). Qualitative research is broader, develops a theory and is more subjective (Ebling Library, n.d.). It seems that experimental and nonexperimental design can be described as quantitative and qualitative respectively. An experimental design being testing a new prostate cancer drug vs non-experimental emotional effect of prostate cancer.

Ebling Library. (n.d.). Nursing Resources: Qualitative vs Quantitative. https://researchguides.library.wisc.edu/c.php?g=861013&p=6170079.

Replies

Good information and definition on experimental and non-experima=ental research. I like the simple explanations you have made. according to your text, an example would be like a trial for cancer or dementia the participants would get be split into groups one set will get actually a drug that supposes to be like cure, the next group will get a modified dose and another group will get a placebo. it’s a great way to see how and if a drug or medication works but the sad part is the hope it can bring to families or the participants if they have the placebo or if it doesn’t want altogether, but I guess the whole point of research.

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Replies to Victoria Smith

Yes, Victoria I agree! Great way to research the drug but the effect it has on the families should also be considered. Research using the experimental approach has two sets of variables. The first acts as a constant that one can use to measure the differences of the second set. We must have enough information to support our decision and determine the facts. Experimental research helps us make better decisions.

• Replies to Deidra Earls

Deidra great post! Experimental research is typically quantitative, multivariable, and controlled. While non-experimental research can actually be both quantitative and qualitative, involves an uncontrolled variable, and also a cross-sectional research problem. The characteristics of experimental research are the direct opposite of that of non-experimental research. The most distinct characteristic element is the ability to control or manipulate independent variables in experimental research and not in non-experimental research.

Provide examples of experimental and nonexperimental research design NRS 433  Reference:

1. (2020, January 24). Experimental Vs Non-Experimental Research: 15 Key Differences. Experimental vs Non-Experimental. https://www.formpl.us/blog/experimental-non-experimental-research

Victoria Smith

Posted Date

Feb 17, 2022, 12:52 AM

Replies to Deidra Earls

Experimental research is usually research that is made up of the research with a controlled environment and possible placebo group. This research is usually scientific, with one or more independent variables being manipulated. There are three types of experimental research quasi-experimental, true experiment, research, pre-experimental. (formplus.blog Jan 2020) some examples of experimental are research on a new medication, and the effects on it, you can have a group getting one dose of medication, one getting a lighter dose, and another getting a placebo pill. Another example could be weight loss research one specific group is on a strict diet plus exercise, the next group just exercises and eat whatever they like and the last group only and strict diet and then see the results. You can have full control in an experimental research group, especially with the medication if everybody thinks they are getting the same thing you have control over it, sometimes you may lose control if the variable change like the participant gets sick or don’t take the medication or do the experiment according to plan. Non-experimental studies are usually observational research the results are descriptive. There are also different types of non-experiment designs like cross-sectional study, surveys/questions, case-control study, before & after study, historical controls, case- reports, case series. (Thompson, C.B) an example of non-experimental would be people of the same age, and sex and monitoring hair loss in men at 60 years old or when menopause starts for women in their 50’s. You cant control all possible variables, the research cannot manipulate the outcome, unlike experimental research.

Experimental Research Designs: Types, Examples & Methods (formpl.us) Jan. 2020

Kerry Walker

replied toVictoria Smith

Feb 17, 2022, 6:58 AM

• Replies to Victoria Smith

Quantitative research is more scientific than qualitative research as we all have mentioned. In saying that, quantitative research designs have four main designs: descriptive, correlation, quasi experimental and experimental (McNiff & Petrick, 2018). It is noted that experimental and quasi-experimental studies have more control over the variables in their studies than the other designs (McNiff & Petrick, 2018). However, with the true meaning of a quasi-experiment being “nearly experimental” the independent variable is not controlled in this subtype of research (McNiff & Petrick, 2018). Thus, this makes me believe that the quasi-experimental design is non-experimental even though it is classified in an experimental design plan of quantitative research. Qualitative research is truly subjective leading it to be truly non-experimental all together.

Victoria, I love your examples noted of experimental and non-experimental designs.

 

McNiff M., & Petrick, M. (2018). Quantitative Research: Ethics, theory, and Research.  In Grand Canyon University (Ed.), Nursing research: Understanding methods for best practice. (1st ed.). Retrieved from https://lc.gcumedia.com/nrs433v/nursing-research-understanding-methods-for-best-practice/v1.1/#/chapter/3.

• Leigha Schutte

replied toVictoria Smith

Feb 17, 2022, 3:06 PM

• Replies to Victoria Smith

Hi Victoria,

Experimental and nonexperimental research designs are both valuable methods for research and contribute to changes in evidence-based practice. There are advantages and drawbacks of each method and researchers should choose the best method suitable for the intervention and study. Some research domains believe that randomized control trials are the only means for obtaining reliable estimates of the true impact of an intervention, but this method could not be considered ethical, appropriate, or politically feasible for policy or changes in common public health research (Leatherdale, 2019).

 

Provide examples of experimental and nonexperimental research design NRS 433 Reference

 

Scott T. Leatherdale (2019) Natural experiment methodology for research: a review of how different methods can support real-world research,International Journal of Social Research Methodology, 22:1, 19-35, DOI: 10.1080/13645579.2018.1488449

• Omolara Ogundare

replied toVictoria Smith

Feb 18, 2022, 8:22 PM

• Replies to Victoria Smith

Hi Victoria,

Experimental research is usually used when the goal of the research is to trace cause-and-effect relationships between defined variables. However, the type of experimental research chosen has a significant influence on the results of the experiment. While Non-experimental research design is used often when subjects cannot be randomly assigned to conditions, when the research subject is about a causal relationship and the independent variable cannot be manipulated, if the research is broad and exploratory, when the research pertains to a non-causal relationship between variables.

 

Provide examples of experimental and nonexperimental research design NRS 433 Reference

Formplus. (2022). Experimental Vs Non-Experimental Research: 15 Key Differences. Retrieved from https://www.formpl.us/blog/experimental-non-experimental-research

Provide examples of experimental and nonexperimental research design NRS 433 Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.