The process of professional learning and innovation in the context of health care has always been secured with the help of extensive scholarly research. Essentially, the study types are allocated between three major groups: experimental, quasi-experimental, and nonexperimental (O’Connell & Kaur, 2020). An experimental study stands for the type of research that presupposes a randomized selection of the sample that is later exposed to a certain type of treatment or behavioral patterns (O’Connell & Kaur, 2020). An example of an experimental study is research conducted by Tsai et al. (2020), as it encompassed the analysis of a randomly selected population of nursing students. In terms of the study, an attempt was made to define the correlation between active health promotion intervention and students’ perception of life meaning, beliefs, and well-being regarded their personal attitude to health promotion.
A quasi-experimental study, in its turn, does not allow for the ability to assign the sample randomly. For example, the study conducted by PĂĄlsson et al. (2017) aimed at developing the impact of peer learning intervention on the learning outcomes for nursing students. In order to define the qualitative efficacy of the research, the authors focused on a nursing student population in a clinical facility in Sweden, thus, limiting the selection options to a location criterion. Finally, nonexperimental studies serve to interpret the existing empirical interventions in order to provide tangible conclusions comprehensible for the target audience with no expertise in the field. For example, in the research outlined by Rogers et al. (2017), a total of 150 scholarly articles on the matter of masculinity and racism in the context of African American men’s screening for colorectal cancers were considered and systematized. Hence, taking into consideration the notions of experimental, quasi-experimental, and nonexperimental research, it may be concluded that all the approaches play a critical role in terms of securing steady and innovative development of public health care, medical interventions, and professionalism.
References
O’Connell, K. A., & Kaur, T. (2020). Experimental and quasi-experimental studies of teaching methods in nursing education, 1972–2017. Nursing Education Perspectives, 41(6), 358-360.
Pålsson, Y., Mårtensson, G., Swenne, C. L., Ädel, E., & Engström, M. (2017). A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study. Nurse Education Today, 51, 81-87.
Rogers, C. R., Mitchell, J. A., Franta, G. J., Foster, M. J., & Shires, D. (2017). Masculinity, racism, social support, and colorectal cancer screening uptake among African American men: A systematic review. American Journal of Men’s Health, 11(5), 1486-1500.
Tsai, F. J., Hu, Y. J., Yeh, G. L., Chen, C. Y., Tseng, C. C., & Chen, S. C. (2020). The effectiveness of a health promotion intervention on the meaning of life, positive beliefs, and well-being among undergraduate nursing students: One-group experimental study. Medicine, 99(10).