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Self-harm is a cause of concern for health-care professionals. The Short-Term Assessment of Risk and Treatability (START) is a short-term assessment instrument used to rate the likelihood of risk behaviours, including self-harm. As result of the assessment, interventions that are implemented to reduce the risk of self-harm may reduce the strength of the predictive validity of a risk assessment tool. The aim of this study was explore the impact of risk management interventions on the capacity of START to predict self-harm. It was predicted that the interventions would weaken the ability of START to predict self-harm in patients who received the intervention.

Secondary analysis of routinely collected data in a large sample of women in an inpatient secure care setting. Demographic and clinical information, self-harm episodes, safety management interventions and START assessments were extracted and used to build an anonymous database.

START significantly predicted self-harm in those with and without the safety management intervention. However, the strength of the predictive validity was smaller in those who received the intervention compared to those without.

The results suggest that the implementation of safety management interventions needs to be taken into account when assessing future risk of self-harm.

To the best of the authors’ knowledge, this is the first study to explore the impact of safety management interventions on the predictive validity of START in a large sample of women.

A major difficulty identified many years ago in psychiatric care is the shortage of appropriate instruments with which to carry out valid and reliable therapeutic assessments which are behaviourally based and therefore appropriate for use in a variety of contexts. The aim of this project was to ascertain the utility of a forensic nursing risk assessment tool - Behavioural Status Index (BEST-Index). The paper aims to discuss these issues.

A multi-site cross-sectional survey was undertaken using mixed method design. Quantitative data was generated using BEST-Index to allow comparisons across three different levels of security (high, medium and low) in Scotland and Ireland. Qualitative data were gathered from patients and multi-disciplinary team (MDT) members using semi-structured interviews and questionnaire.

Measured over an 18-month period, there was a statistically significant improvement in behaviour, when comparing patients in high and medium secure hospitals. Two key themes emerged from patient and staff perspectives: “acceptance of the process” and “production and delivery of information”, respectively. The wider MDT acknowledge the value of nursing risk assessment, but require adequate information to enable them to interpret findings. Collaborating with patients to undertake risk assessments can enhance future care planning.

Studies using cross-section can only provide information at fixed points in time.

The BEST-Index assessment tool is well established in clinical practice and has demonstrated good utility.

This project has served to highlight the unique contribution of BEST-Index to both staff and patients alike and confirm its robustness and versatility across differing levels of security in Scottish and Irish forensic mental health services.

On 8 October 1992 the ISHM‐Benelux Chapter organised a one‐day conference entitled ‘New Trends in Electronic Packaging and Interconnection’ which took place in the Holiday Inn, Gent, Belgium. This conference was attended by 45 participants from the Benelux countries and Great Britain.

Denial-of-service (DoS) attacks develop unauthorized entry to various network services and user information by building traffic that creates multiple requests simultaneously making the system unavailable to users. Protection of internet services requires effective DoS attack detection to keep an eye on traffic passing across protected networks, freeing the protected internet servers from surveillance threats and ensuring they can focus on offering high-quality services with the fewest response times possible.

This paper aims to develop a hybrid optimization-based deep learning model to precisely detect DoS attacks.

The designed Aquila deer hunting optimization-enabled deep belief network technique achieved improved performance with an accuracy of 92.8%, a true positive rate of 92.8% and a true negative rate of 93.6.

The introduced detection approach effectively detects DoS attacks available on the internet.

Phishing is a serious cybersecurity problem, which is widely available through multimedia, such as e-mail and Short Messaging Service (SMS) to collect the personal information of the individual. However, the rapid growth of the unsolicited and unwanted information needs to be addressed, raising the necessity of the technology to develop any effective anti-phishing methods.

The primary intention of this research is to design and develop an approach for preventing phishing by proposing an optimization algorithm. The proposed approach involves four steps, namely preprocessing, feature extraction, feature selection and classification, for dealing with phishing e-mails. Initially, the input data set is subjected to the preprocessing, which removes stop words and stemming in the data and the preprocessed output is given to the feature extraction process. By extracting keyword frequency from the preprocessed, the important words are selected as the features. Then, the feature selection process is carried out using the Bhattacharya distance such that only the significant features that can aid the classification are selected. Using the selected features, the classification is done using the deep belief network (DBN) that is trained using the proposed fractional-earthworm optimization algorithm (EWA). The proposed fractional-EWA is designed by the integration of EWA and fractional calculus to determine the weights in the DBN optimally.

The accuracy of the methods, naive Bayes (NB), DBN, neural network (NN), EWA-DBN and fractional EWA-DBN is 0.5333, 0.5455, 0.5556, 0.5714 and 0.8571, respectively. The sensitivity of the methods, NB, DBN, NN, EWA-DBN and fractional EWA-DBN is 0.4558, 0.5631, 0.7035, 0.7045 and 0.8182, respectively. Likewise, the specificity of the methods, NB, DBN, NN, EWA-DBN and fractional EWA-DBN is 0.5052, 0.5631, 0.7028, 0.7040 and 0.8800, respectively. It is clear from the comparative table that the proposed method acquired the maximal accuracy, sensitivity and specificity compared with the existing methods.

The e-mail phishing detection is performed in this paper using the optimization-based deep learning networks. The e-mails include a number of unwanted messages that are to be detected in order to avoid the storage issues. The importance of the method is that the inclusion of the historical data in the detection process enhances the accuracy of detection.

New psychoactive substances (NPS) are increasingly being used in secure mental health settings. Within these settings, NPS use presents a range of challenges and staff currently lack adequate training to manage these challenges. The purpose of this paper is to explore nursing staffs’ perception of the challenges of working with patients who use NPS and to explore nursing staffs’ perception of their training needs in relation to NPS.

A cross-sectional qualitative design was employed. Semi-structured interviews were conducted with eight nursing staff from a medium secure unit (MSU).

A thematic analysis identified three overarching themes: “There Will Always Be Something”, “We Are Doing Our Best” and “If We Know More, We Can Do More”. The findings describe how nursing staff manage NPS use at present, and their perceptions of how training could improve their management of NPS use in the future.

The findings suggest that MSUs require a local policy for managing NPS use. The research implies that staff training programmes should recognise the existing methods staff use to manage NPS use. The findings also suggest that NPS interventions should target the whole peer group and not just the individual using NPS.

This paper contributes to the limited literature on NPS. The findings demonstrate the importance of developing evidence-based mechanisms for managing NPS use. Changes to practice are suggested, with the view of developing ways in which staff currently manage NPS use by complementing this with specific training on NPS.

Quality failures in grid infrastructure construction would cause large-scale collapses in power supply and additional expenditures by reworks and repairs. Learning from quality failures (LFQF) extracts experience from previous quality events and converts them into preventive measures to reduce or eliminate future construction quality issues. This study aims to investigate the influence factors of LFQF in the construction of grid infrastructure.

The related factors of LFQF, including quality management (QM) practices, quality rectification, and individual learning, were identified by reviewing literature about organizational learning and extracting experience from previous failures. A questionnaire survey was distributed to the grid companies in North, Northeast, Northwest, East, Central, and Southwest China. 381 valid responses collected and analyzed using structural equation modeling (SEM) to test the influence of these factors on LFQF.

The SEM results support that QM practices positively affect individual learning and LFQF. Quality rectification indirectly impacts LFQF via individual learning, while the results did not support the direct link between quality rectification and LFQF.

The findings strengthen practical insights into extracting experience from poor-quality issues and continuous improvement. The contributory factors of LFQF found in this study benefit the practitioners by taking effective measures to enhance organizational learning capability and improve the long-term construction quality performance in the grid infrastructure industry.

Existing research about the application of LFQF still stays at the explorative and conceptual stage. This study investigates the related factors of LFQF, including QM practices, quality rectification, and individual learning, extending the model development of learning from failures (LFF) in construction QM.

The needs of complex patients with chronic conditions can be unpredictable and can strain resources. Exploring how tasks vary for different patients, particularly those with complex needs, can yield insights about designing better processes in healthcare. The purpose of this paper is to explore the tasks required to manage complex patients in an anticoagulation therapy context.

The authors analyzed interviews with 55 staff in six anticoagulation clinics using the Systems Engineering Initiative for Patient Safety (SEIPS) work system framework. The authors qualitatively described complex patients and their effects on care delivery.

Data analysis highlighted how identifying complex patients and their effect on tasks and organization, and the interactions between them was important. Managing complex patients required similar tasks as non-complex patients, but with greater frequency or more intensity and several additional tasks. After complex patients and associated patient interaction and care tasks were identified, a work system perspective was applied to explore how such tasks are integrated within clinics and the resulting implications for resource allocation.

The authors present a complex patient management framework to guide workflow design in specialty clinics, to better support high quality, effective, efficient and safe healthcare.

The complex patient framework presented here, based on the SEIPS framework, suggests a more formal and integrated analysis be completed to provide better support for appropriate resource allocation and care coordination.

The purpose of this case study is to reflect on the blended pedagogies applied with a second year cohort of Early Years (EY) undergraduate students. It focusses on the experiences of both learner and educator as they explore the use of blending technology and outdoor learning to support a holistic curriculum in 21st century early years practice.

A reflective case study approach was applied to practice in situ as part of an outdoor learning project within a Level 5 module. One Higher Education (HE) tutor and 24 EY students participated in the study. Three research questions informed the reflective study: an exploration around the tensions of how digital technology might be blended with the more traditional, sensory and experiential pedagogies of outdoor learning, using an app. It considers the effects of this approach on student learning and what lessons can be learnt by the tutor in attempting to model these pedagogies.

This case study reveals the advantages and discomfort of role modelling a practice as HE tutor that has not been applied before in this context and as such is considered an innovative pedagogy (Koros-Mikis, 2009). EY students engaged in the blended provision, applying digital technology for educational purposes and this resulted in enhanced collaborative learning between students and tutor, affecting attendance and motivation to try new approaches in their practice. Reflecting on this practice has revealed that pedagogical thinking can be transformed when ideas are shared in a way that appears non-judgemental and new approaches can be applied where the right environment affords such opportunities.

Limitations are around sample size, and a longer period of time for students to engage with a Personal Learning Environment (PLE), evidencing sustained engagement. The focus is one that is pertinent to the issues currently being considered as part of curriculum reform in Wales and as such may not hold the same weight in other parts of the world. As a case study, it is recognised that this is not generalizable and thus not easily replicable (Gilbert, 2008).

Issues around modelling pedagogies that depict 21st century learning are highlighted for “digital immigrant” HE teaching staff members. Understanding how to apply digital technology in a digital world within our own, often traditional practices, particularly in the field of early years outdoor learning needs further exploration in light of the new curriculum for Wales so that future practitioners are able to consider the holistic approach of blending pedagogies across areas of learning and not working in subject-specific silos.

The implications of this case study raise questions around the appropriateness of training and development for “digital immigrant” staff members, understanding student digital competency, blending pedagogical approaches, as well as the debate around digital technologies being part of young children's learning within a reformed curriculum in Wales. These challenges present questions that require social consideration as well as arguments as to why they cannot be overlooked.

This case study identifies a need to explore the ways in which blended pedagogies are applied and modelled in HE practice and to observe how it influences students learning and beliefs in their own pedagogical practices. The curriculum reform in Wales suggests that teaching and learning will need to be far more holistic in nature and these two areas currently collide as pedagogies. Thus being able to demonstrate the value of them in synergy will be most helpful to practitioners who will need to make a paradigm shift in their approaches to embrace the new curriculum.

Research has shown that the much-anticipated technology revolution in higher education has failed to come to fruition. The arrival of ‘digital natives’ millennial students to higher education was presume to present even greater challenge concerning technology use. In light of these gaps, this research aims to capture higher education students' choice, use and preferences of technology in learning and teaching.

A paper-based questionnaire was distributed to third and fourth year students of industrial engineering and management at an engineering college in Israel. The students were asked to indicate their use of devices and technologies for learning, their frequency of use and their purpose of using.

Students extensively use a variety of technologies for learning. They prefer to use the same technologies for learning that they use in their personal lives – mainstream, commercially available technologies – rather than those offered by the institute. They perceive technology as a learning tool more than as a logistic/administrative tool, they would like technology to be more easily accessible and that it not be used as a facilitator of pedagogical change.

The results indicate that technologies intended for use in teaching should be designed similar to commercially available alternatives that are simpler to use and more appealing.

This study provides an up-to-date view of students' perceptions of technology for learning that can be used to more effectively implement teaching technologies in higher education.