This thesis is about simulations in professional education and what they mean for developing professional knowing. When educating new police officers, using simulations is an integral part of the educational program. A starting point for the studies in this thesis was that not only the scenario but also the preparation and the debriefing, i.e. the situated activities, must be included. Another starting point was that activities and the individuals cannot be studied separately; both have to be included in the analyses. Two simulations, which were part of the Swedish police education program were studied. The approach was explorative and the methods used to collect data were observations, video-observations, interviews and surveys. The unit of analysis focused how students acted in and how they made sense of the simulation activities. The analytical process was influenced by a sociocultural and dialogical framework, in which learning is seen as a social activity. The thesis showed that using simulation in professional education is a complex endeavor in which the social aspects of simulating have to be acknowledged. The analyses showed that the situated activities of the simulation have to be linked to each other in way that enables the participants to; first, produce a situation with authenticity and second, to use previous experiences and coordinate them with new ones from the simulation in order to create good conditions for learning. This means acknowledging that the stance of a simulation needs to be longer than just the actual simulation. How they are embedded in the education program and how gaps in students knowing are to be bridged after the simulation, need to be considered. The main implication of the results is that the use of simulations in professional education require a specific simulation pedagogy. Some foundations of this are outlined and include; the fact that a simulated situation is a hybrid and never a mirror of a professional situation and also includes creating simulation competence among both teachers and students. This includes learning the “gaming rules” of simulating such as how to act in different roles, how to produce authenticity, what is to be included and what is to be ignored in order to make the scenario work. Simulation pedagogy also has to acknowledge that focus needs to be on how to support the participants’ learning and not assume that there is a direct connection between participation and learning. If all of these issues are considered in the design, the potential of simulations for developing professional knowing can be utilized. To conclude, this thesis shows that in the detailed study of scenarios, preparation and follow-up are important and draw attention to aspects that are central for understanding the conditions for learning in simulations.

Bakgrund: Universitet och högskolor har utvecklat kliniska träningscentrum (KTC) där sjuksköterskestudenterna får integrera kliniska och teoretiska kunskaper. Scenarioträningar innebär att ett antal färdigheter läggs samman till ett autentiskt patientfall och färdighetsträning innebär att lära sig tekniken eller handling med upprepningsmöjligheter. Tekniken har utvecklats i takt med att sjukvården blivit allt mer komplex. Syftet: Syftet med denna studie var att jämföra två olika inlärningsmetoder i att koppla en infusion till en perifer venkateter bland sjuksköterskestudenter. Jämförelsen var mellan färdighetsträning och en kombination av färdighetsträning och scenarioträning. Metod: Fyrtio sjuksköterskestudenter rekryterades från termin 4 och indelades i en interventionsgrupp (19 studenter) och en jämförelsegrupp (21 studenter). Interventionsgruppen fick färdighet och scenarioträning och jämförelsegruppen fick färdighetsträning i att koppla en infusion till en perifer venkateter. Yrkeshandledare utvärderade studentens färdighet och förmåga att koppla en infusion under studenternas verksamhetsförlagda utbildning. Utvärderingen skedde med hjälp av ett frågeformulär baserat på OSCE protokoll och innehöll 5 domäner. Data analyserades med Chi-2 test och Mann-Whitney U test. Statistik programmet SPSS användes för att analysera utfallet. Resultat: Inga signifikanta skillnader sågs mellan grupperna beträffande bemötande, hygien, ergonomi, vårdteknik samt dokumentation. Båda grupperna uppnådde höga resultat inom alla domänerna förutom hygien och vårdteknik. Slutsats: Scenarioträning ökade inte studenternas färdighet och förmåga i att koppla en infusion till en perifer venkateter. Båda grupperna visade att det behövs mer träning på KTC i hygien och vårdteknik.

As public confidence in policing has dropped, demand for ethical behavior from law enforcement officers has grown, and correspondingly, a better understanding of ethics training and ethical acquisition processes has become paramount. Though much literature exists on related topics, understanding of the ethics training for law enforcement officers as it currently exists, has remained murky. This research aimed to gain a better understanding of ethics training for law enforcement in the United States, and as such, to fill the aforementioned gap in the literature. Four research questions were explored in this study including the understanding of current pre-service and in-service ethics training for law enforcement, teaching strategies and instructional methods, and the feasibility of scenario-based ethics training. Semi-structured interviews were conducted with 31 law enforcement training instructors located across the United States. Finally, unique findings, limitations, and directions for further research were discussed.

In recent decades, police training has undergone a professionalization process in which the training has been increasingly incorporated within the academy. The professionalization process has led to the content of police training being changed by theoretical subjects replacing practical elements. The study examines how the shift between theoretical and practical knowledge has affected police training and how police students view their training today. The theoretical framework for the study's is based on the theory of knowledge, situated learning and communities of practice. Aristotle's theory of knowledge describes the view of knowledge and explains that theoretical knowledge, episteme, must be combined with practical knowledge, techné, in order to achieve a complete understanding and wisdom, fronesis, (Sohlberg & Sohlberg 2019, p. 93). Within the police, learning largely takes place in social contexts together with other colleagues, situated learning, and the practical knowledge, techné, is in focus. Within the academy, theoretical knowledge is central and the police trainings job to unite the academic and police world lays the foundation for the theory of communities of practice. Previous research shows a complexity of training police officers and professional police officers have considered police training to be too poorly anchored in practical professional practice and experienced that police students do not learn relevant knowledge and skills during training (Ekman 1999). The study was conducted through qualitative interviews with students from the police education to examine the students' own experience of the education. The interviews were analyzed according to the study's questions and theoretical framework. The results showed that the students consider both the theoretical and practical knowledge to be important for the police work and that an interdisciplinary approach that unites these forms of knowledge during the education is needed. However, the students considered it important that the theoretical knowledge was not too abstract but linked to the practical action in everyday police life. In the compilation of results, there was a consensus among the students which form of teaching they valued most in connection with combining theoretical and practical knowledge during police training, scenario training. These training opportunities should therefore be increased during police training. An interdiscip- linary approach should permeate the structure of police training and greater efforts should be made to combine theoretical and practical knowledge during the training. / Polisutbildningen har under de senaste decennierna gått igenom en professionaliserings-process där utbildningen har infogats allt mer inom akademin. Professionaliseringsprocessen har lett till att innehållet i polisutbildningen har förändrats genom att teoretiska ämnen har ersatt praktiska moment. Studien undersöker hur förskjutningen mellan teoretisk och praktisk kunskap har påverkat polisutbildningen och hur polisstudenterna ser på sin utbildning idag. Studiens teoretiska ramverk utgår från kunskapsteori, situerat lärande och communities of practice. Aristoteles kunskapsteori beskriver synen på kunskap och förklarar att teoretisk kunskap, episteme, måste kombineras med praktisk kunskap, techné, för att en fullständig förståelse och klokhet, fronesis, ska uppnås (Sohlberg & Sohlberg 2019, s. 93). Inom polisen sker lärandet till stor del i sociala sammanhang tillsammans med andra kollegor, situerat lärande, och den praktiska kunskapen, techné, står i fokus. Inom akademin är den teoretiska kunskapen central och polisutbildningens arbete med att förena den akademiska och polisiära världen lägger grund för teorin om communities of pracitice. Tidigare forskning visar på en komplexitet att utbilda poliser och yrkesverksamma poliser har ansett polisutbildningen har varit för dåligt förankrad i det praktiska yrkesutövandet, då de upplevt att polisstudenterna inte lär sig relevanta kunskaper och färdigheter under utbildningen (Ekman 1999). Studien har skett genom kvalitativa intervjuer med studenter från polisutbildningen för att undersöka studenternas egen uppfattning av utbildningen. Intervjuerna har analyserats efter studiens frågeställningar och teoretiska ramverk. Resultatet visade att studenterna anser att både den teoretiska och praktiska kunskapen är viktig för det polisiära arbetet och att ett tvärvetenskapligt förhållningssätt som förenar dessa kunskapsformer under utbildningen behövs. Studenterna ansåg dock att det var viktigt att den teoretiska kunskapen inte var allt för abstrakt utan kopplade an till det praktiska handlandet i den polisiära vardagen. I resultat- sammanställningen rådde en konsensus bland studenterna vilken undervisningsform de värderade högst i samband med att förena teoretisk och praktisk kunskap under polisutbildningen, scenarioträning. Dessa utbildningstillfällen bör därför utökas under polisutbildningen. Ett tvärvetenskapligt förhållningssätt bör genomsyra polisutbildningens upplägg och större insatser borde vidtas för att förena teoretisk och praktisk kunskap under utbildningen.