Evaluation criteria for information quality research

Evaluation of research artefacts (such as models, frameworks and methodologies) is essential to determine their quality and demonstrate worth. However, in the information quality (IQ) research domain there is no existing standard set of criteria available for researchers to use to evaluate their IQ artefacts. This paper therefore describes our experience of selecting and synthesising a set of evaluation criteria used in three related research areas of information systems (IS), software products (SP) and conceptual models (CM), and analysing their relevance to different types of IQ research artefact. We selected and used a subset of these criteria in an actual evaluation of an IQ artefact to test whether they provide any benefit over a standard evaluation. The results show that at least a subset of the criteria from the other domains of IS, SP and CM are relevant for IQ artefact evaluations, and the resulting set of criteria, most importantly, enabled a more rigorous and systematic selection of what to evaluate.This is the author accepted manuscript. The final version is available from InderScience via https://doi.org/10.1504/IJIQ.2016.1000404

Extensión de taxonomía y tratamiento de valores faltantes sobre un repositorio de incidentes de seguridad informática

This paper describes the missing-values estimation process through the Bayes theorem acting over an information security incident repository composed by categorical data. Additionally, an augmented taxonomy is defi ned to account for the identifi ed incidents.En este artículo se detalla el proceso de estimación de datos faltantes mediante el teorema de Bayes, sobre un repositorio de incidentes de seguridad informática compuesto por datos de tipo categórico. Así mismo, se hace uso de una taxonomía, ampliada y redefinida para acoplarse a los incidentes encontrados

Cultural competence of RN to BSN students

The purpose of this exploratory research study was to examine the cultural competence of registered nurses returning to school for an RN to BSN program in Nevada. Campinha-Bacote\u27s model, The Process of Cultural Competence in the Delivery of Healthcare Services, was used as a theoretical framework for the study. A secondary analysis of data collected as part of a Health Resources and Services Administration (HRSA) Grant was completed. Fifty-three RN to BSN students voluntarily completed the Inventory for Assessing the Process of Cultural Competency Among Healthcare Professionals- Revised (IAPCC-R) electronically in the learning management system of the first nursing course in the program. Approximately half (50.94%) of the RN to BSN students who responded to this study were culturally competent as determined by Campinha-Bacote\u27s IAPCC-R (M = 75.3, SD = 7.59). The highest scores occurred in the cultural desire construct; lowest scores occurred in the cultural knowledge construct. Descriptive statistics were used to evaluate the data. The strongest correlation was found between IAPCC-R scores and age range. The nurses in the 20-30 year age range scored significantly higher than those in the 41-50 year range. No significant relationship was found between gender or race and cultural competency scores