THE EFFECT OF THE USED RESAMPLING TECHNIQUE AND NUMBER OF SAMPLES IN CONSOLIDATED TREES’ CONSTRUCTION ALGORITHM

In many pattern recognition problems, the explanation of the made classification becomes as important as the good performance of the classifier related to its discriminating capacity. For this kind of problems we can use Consolidated Trees ´ Construction (CTC) algorithm which uses several subsamples to build a single tree. This paper presents a wide analysis of the behavior of CTC algorithm for 20 databases. The effect of two parameters of the algorithm: number of samples and the way subsamples have been built has been analyzed. The results obtained with Consolidated Trees have been compared to C4.5 trees executing 5 times a 10 fold cross validation. The comparison has been done from two points of view: error rate (accuracy) and complexity (explanation). Results show that, for subsamples of 75 % of the training sample, Consolidated Trees achieve, in average, smaller error rates than C4.5 trees when they are built with 10 or more subsamples and with similar complexity, so, they are better situated in the learning curve. On the other hand, the method used to build subsamples clearly affects to the quality of results achieved with Consolidated Trees. If bootstrap samples are used to build trees the obtained results are worse than the ones obtained with subsamples of 75 % from the two points of view: error and complexity

Towards a standard methodology to evaluate internal cluster validity indices

The evaluation and comparison of internal cluster validity indices is a critical problem in the clustering area. The methodology used in most of the evaluations assumes that the clustering algorithms work correctly. We propose an alternative methodology that does not make this often false assumption. We compared 7 internal cluster validity indices with both methodologies and concluded that the results obtained with the proposed methodology are more representative of the actual capabilities of the compared indices

Cultural Competence and Cultural Sensitivity Education in University Nursing Courses. A Scoping Review

When assessing the fragility that characterizes the health of an immigrant person, a culturally competent transformation of the nurse–patient teaching-learning process is necessary. Therefore, it is considered essential to incorporate cultural competence and intercultural communication in higher nursing education. Objective: To determine the content and knowledge of cultural competence and intercultural communication offered in higher education in nursing courses. Design: The Campinha-Bacote model of cultural competence was used as the primary reference. Method: A scoping review was conducted about studies published in the period 2003 and 2020. The research was conducted between May and October 2020. More than a hundred documents (books, chapters, articles, conference proceedings) have been consulted. Results: Undergraduate nursing courses and postgraduate education move toward promoting cultural competence and sensitivity through teaching strategies. Conclusions: Teaching projects that combine multiple competencies are more effective, including teacher training. A predominant element is a need for continuous and transversal projects. University nursing education must adapt culturally competent curricula