Janne Henriette Ingarsdotter Helgesen

• Helgesen, Janne Henriette Ingarsdotter; Hellesø-Knutsen, Kristin & Boe, Ole (2026). EMBEDDING INTERPROFESSIONAL EDUCATION AND PRACTICE IN POLICE–FIRE COLLABORATION: THE ROLE OF SHARED GOALS AND VISIONS AND INTERNALIZATION. EDULEARN Proceedings. 26. doi: 10.21125/edulearn.2026.0015. Full text in Research Archive Show summary

  Effective collaboration between the police and emergency services is essential for joint crisis responses. The study investigates interprofessional collaboration between the Norwegian Police Service and the Norwegian Fire and Rescue Service, emphasizing how shared goals and internalized relational factors contribute to effective emergency response. Using a mixed-methods approach, both quantitative and qualitative data were investigated. Data from 46.000 assignments was extracted from the Norwegian Police Operational System (PO) and analyzed. In addition, data were collected through semi-structured focus group interviews with police officers from multiple districts. A theoretical framework based on D'Amour et al. and Helgesen, interprofessional education (IPE), interprofessional practice (IPP) and communities of practice (CoP) is applied to analyze collaboration processes, emphasizing the two dimensions shared goals and visions and internalization. Findings regarding shared goals and visions revealed that both services perceive they are working toward common objectives, primarily focused on public safety. These goals are value-based, not just operational, and are internalized as part of professional identity. Shared goals facilitate coordination. Findings regarding internalization revealed that trust, familiarity, and mutual knowledge are essential for translating shared goals into effective action. Trust develops through repeated interactions, physical proximity, and joint experiences. Colocation of dispatch centers and pre-established relationships enhance collaboration. Findings regarding CoP indicate that emergency personnel resemble a CoP as they have a shared domain (public safety), community (collaborative engagement), and practice (joint operational knowledge). Findings further indicate that shared goals and visions provide a unifying orientation, aligning well with the concept of CoP. To achieve a more cohesive and integrated emergency response, the study concludes that joint training across emergency services is essential. Such training in the form of interprofessional education (IPE) and interprofessional practice (IPP) would improve understanding of roles, competencies, and responsibilities, while fostering a stronger interprofessional collaboration culture. IPE and IPP are critical for fostering collaboration. Joint training improves: role clarity, communication, and shared values. Recommendations include integrating IPE and IPP into formal curricula at both the Norwegian Police University College and the Norwegian Fire and Rescue Service

• Helgesen, Janne Henriette Ingarsdotter & Boe, Ole (2026). DEVELOPING A COMPARATIVE THEORY-INFORMED EVALUATION FRAMEWORK FOR BLENDED LEARNING IN NORWEGIAN POLICE EDUCATION. EDULEARN Proceedings. 26. doi: 10.21125/edulearn.2026.0014. Full text in Research Archive Show summary

  This article examines how the educational quality of blended police education can be evaluated in a valid and comprehensive way within the context of Norwegian police education. Taking the Alta pilot at the Norwegian Police University College (NPUC) as its point of departure, the study does not assess student outcomes directly, but instead analyzes whether the evaluation model currently proposed for the pilot is adequate for capturing learning quality, transfer to practice, and professional formation. The article’s main aim is to develop and justify a comparative evaluation framework that can assess whether blended police education provides learning outcomes and professional competence equivalent to those of the traditional campus-based programme. This study employs a qualitative and theory informed design to examine the extent to which the proposed evaluation of the Alta pilot is suitable for providing a valid and holistic understanding of learning quality and professional formation in blended police education. More specifically, the study proposes a theory-informed evaluation model that combines formative and summative outcome measures with process- and context-sensitive data across the two educational formats. In this way, the article seeks to clarify both what should be evaluated in the Alta pilot and how such evaluation can provide a stronger basis for future decisions about flexible police education in Norway.

• Helgesen, Janne Henriette Ingarsdotter; Hellesø-Knutsen, Kristin & Boe, Ole (2026). Interprofessional collaboration between the police and other emergency services: an analysis of operational cooperation and the need for joint education and training. AMPS Proceedings Series. 43(3), p. 225–233. doi: https:/amps-research.com/wp-content/uploads/2026/02/Amps-Proceedings-Series_43.3.pdf. Full text in Research Archive
• Helgesen, Janne Henriette Ingarsdotter & Boe, Ole (2026). Nordic exceptionalism in prison officer education: balancing rehabilitation ideals and correctional realities. AMPS Proceedings Series. 43(3), p. 260–272. doi: https:/amps-research.com/wp-content/uploads/2026/02/Amps-Proceedings-Series_43.3.pdf. Full text in Research Archive
• Helgesen, Janne Henriette Ingarsdotter & Boe, Ole (2025). NORDIC EXCEPTIONALISM IN PRISON OFFICER EDUCATION: BALANCING REHABILITATION IDEALS AND CORRECTIONAL REALITIES. AMPS PROCEEDINGS SERIES. ISSN 2398-9467. 43(3), p. 260–271. Full text in Research Archive
• Helgesen, Janne Henriette Ingarsdotter; Hellesø-Knutsen, Kristin & Boe, Ole (2025). INTERPROFESSIONAL COLLABORATION BETWEEN THE POLICE AND OTHER EMERGENCY SERVICES: AN ANALYSIS OF OPERATIONAL COOPERATION AND THE NEED FOR JOINT EDUCATION AND TRAINING. AMPS PROCEEDINGS SERIES. ISSN 2398-9467. 43(3), p. 225–233. Full text in Research Archive
• Sookermany, Anders McDonald; Helgesen, Janne Henriette Ingarsdotter; Valland, Tatanya; Dahl, Johanne Yttri & Boe, Ole (2025). Adapting Teaching Quality: Insights from Bronfenbrenner's Contextual Framework during the COVID-19 Pandemic. Athens Journal of Education (AJE). ISSN 2407-9898. Full text in Research Archive
• Holm, Ragnhild; Villman, Emma; Bjørkelo, Brita; Helgesen, Janne Henriette Ingarsdotter & Boe, Ole (2024). Police Leadership Education: Digital Didactics, Perceived Learning and Perceived Increased Competence as Police Leaders. Nordisk tidsskrift for utdanning og praksis. 18(3), p. 61–91. doi: 10.23865/up.v18.5744. Full text in Research Archive Show summary

  Police leadership is an essential part of policing, as is the education of police leaders. Our study responds to the call for research on how to transform police leadership education into practice. In this longitudinal mixed-methods single case study we investigate two research questions: 1) How do the digital didactics of the digital police leadership course contribute to students’ perceived learning? 2) How are the knowledge and skills acquired in the digital police leadership course perceived to be applied 1.5 years after course completion? We collected data from students enrolled in a 12-week course. This course offered 24 students a two-day on-site course introduction, while the rest of the course was taught online. Data was collected through five surveys and follow-up interviews with six partic- ipants. The results show that police leaders perceived increased competence in being a police leader, report enhanced ability to bridge theory and practice, and improved their dig- ital skills. They also reported increased confidence in the leadership role and increased sharing of competence after study completion. The findings suggest that digital didactics may achieve embedded police education as it can provide an interplay of individual and organizational factors.

• Helgesen, Janne Henriette Ingarsdotter; Sørensen, Knut Mellingsæter; Dahl, Johanne Yttri; Furfjord, Ingrid & Boe, Ole (2024). Nordic exceptionalism in research-based police leadership education : promising on paper, challenging in practice? ICERI Proceedings. p. 859–867. doi: 10.21125/iceri.2024.0307. Full text in Research Archive

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• Sookermany, Anders McDonald; Helgesen, Janne Henriette Ingarsdotter; Valland, Tatanya; Dahl, Johanne Yttri & Boe, Ole (2024). Adapting Teaching Quality: Insights from Bronfenbrenner's Contextual Framework during the COVID-19 Pandemic. Full text in Research Archive Show summary

  The COVID-19 pandemic necessitated a critical examination of teaching quality and educational disruptions. Utilizing Bronfenbrenner's bio- ecological systems theory and the Process-Person-Context-Time (PPCT) model this article explores the pandemic's impact on teaching quality as a practice - understood as contextual and collective action. Drawing on semi- structured interviews with police educators at the Norwegian Police University College the analysis illustrates how police educators responded to the educational landscape during the pandemic. Findings show that the pandemic has altered the microsystem of direct interactions, necessitating adaptations in teaching methods and the reinforcement of relationships via digital mediums. The mesosystem's interlinkages faced recalibration as educators bridged the gap between home and institutional learning environments. At the exosystem level, institutional policy changes and community responses emerged as critical influencers of pedagogical approaches. The macrosystem, encompassing the societal response to the pandemic, also significantly shaped educational norms, and expectations. This article reveals that the pandemic has spurred a rethinking of teaching quality as a practice, highlighting the importance of adaptability, innovation, and resilience and suggesting integration of these attributes into future educational strategies. The aim of the study is to better understand the influence of environmental systems at varying proximity on teaching quality as a practice. Keywords: Teaching quality, COVID-19, Bronfenbrenner, PPCT, Police education.

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