In this week’s blog, Claire Bowers, Senior Lecturer at UWE, reflects on an innovative collaboration with UWE’s New Wave Agency to enhance simulation-based learning about vulnerability for Year 2 students on the Police Constable Degree Apprenticeship (PCDA). The project has produced highly positive outcomes, demonstrating the value of experiential learning in policing education.
Claire has over 20 years experience across safeguarding, criminal justice and education and is now based within the Social Work team in the School of Health and Social Wellbeing at UWE. Prior to this role, she was a Senior Lecturer in Policing and module leader for Investigating Vulnerability and Risk.
Why Vulnerability Matters to Every Officer
The National Vulnerability and Public Protection Strategy (2025) states that “vulnerability and public protection is everyone’s business” reflecting the understanding that recognising vulnerability, safeguarding victims and disrupting exploitation are essential responsibilities shared across all areas of policing. Vulnerability has evolved from a specialist safeguarding concern to a central organising principle of contemporary policing, with issues such as domestic abuse, county lines offending and modern slavery generating substantial policing demand and requiring coordinated safeguarding and enforcement responses.
Vulnerability is a core theme throughout the Police Constable Degree Apprenticeship (PCDA) at UWE.
The Year 2 ‘Investigating Vulnerability and Risk’ (IVR) module builds on Year 1 learning, deepening critical reflection and understanding of vulnerability-related harm through research, policy and practice. Student officers also examine new complex areas such as cyber-enabled crime, counterterrorism and radicalisation, while developing the skills to identify, assess and manage vulnerability through evidence-based policing and trauma informed perspectives. The module culminates in a ‘Hydra style’ simulation exercise, consolidating the learning and based on the facts of a true case.
HYDRA is the multi-agency decision-making simulation system developed for emergency services and public sector leadership training.
The name ‘Hydra’ is linked to the mythological Hydra; the many‑headed serpent from Greek mythology. The idea is that complex incidents present multiple, interconnected problems at the same time. Much like the many heads of the mythical Hydra, as you deal with one issue (or ‘head’ for the purposes of the analogy) others then emerge which also need to be carefully managed!
Chernikova et al. (2020) clearly identifies the positive effects that simulation-based learning can have when utilised within higher education. Drawing upon Kolb’s (1984) experiential learning theory, simulation enables learners to develop knowledge and skills through active participation and reflective practice. Recreating policing incidents in this way offers a safe learning environment in which learners can apply theory to practice, develop decision-making skills, and learn from mistakes without the risks, costs, or resource implications associated with real-world incidents (Whitcombe et al. 2025).
During the IVR Hydra session, student officers receive information relating to a family, following concerns raised by a neighbour regarding suspected domestic abuse. The case unfolds in real time, requiring officers to gather information, complete investigative tasks, develop intelligence, and make critical decisions under pressure. Student feedback on the original scenario noted that it was useful, but lacked in realism.
Claire Bowers- UWE Senior Policing Lecturer:
“As module leader, I wanted to enhance the learning experience; moving away from written intelligence reports and witness statements; towards recorded victim and witness accounts, email screenshots and teams meeting updates. I wanted a more realistic simulation experience for the student officers.”
Enhanced resources would enable officers to engage with evidence in a more authentic way, mirroring the information-gathering processes used in operational policing and creating a more immersive learning environment.
The Evolution of the Hydra Exercise: Authentic Simulation Through Collaboration
Alongside achieving our core aims, we were keen to create meaningful opportunities for UWE students and support emerging creative talent. We therefore secured a budget to work with Anneliese Paul, Director of the New Wave Agency (and UWE Lecturer in Experiential Learning) who recruited a fantastic team of Film Making and Media Production students to work on the project.
New Wave Creative Agency at UWE Bristol’s School of Arts is designed to secure equitable access to professional freelance jobs and networks for students and recent graduates.
The production team consisted of the Producer; Madeline Jeffs (who was also Director Assistant, Editing Assistant and Camera and Sound Assistant), Eloise Hillsdon as Script-writer, Camera & Sound and Director Assistant, and Zuva Mutambasere, who was Script-writing Assistant and Editor. They approached the work with professionalism and enthusiasm, recognising the importance of creating a realistic learning experience for student officers.
We worked closely with the production team as they advertised for and casted actors to portray the key individuals involved in the case. Detailed scripts were developed and a series of filmed episodes were produced during March; with filming taking place both on location and within the Frenchay Simulation Suite at UWE Bristol.
Several of the actors had previous policing experience, which proved invaluable in ensuring the scenarios reflected the realities of police practice.
The cast included Claire Riecol and Martin Fox as Police Officers, Lauren Costello as ‘Jane’, Charlie Downes as ‘Mike’ and Eiri Davies as ‘Amy’. Their insights helped shape dialogue, behaviours and investigative interactions, contributing significantly to the authenticity of the final product.
The overall commitment of the cast and production team resulted in a series of high-quality recordings, and the finished product is something of which we are all extremely proud.
The first delivery of the exercise using the new resources took place in April and the introduction of Blackboard Ultra added to the interactive style of delivery. Information and evidence was released dynamically as the scenario unfolded, and interactive discussion boards further enhanced the immersive nature of the experience.
The session ended with a debrief from UWE Senior Policing Lecturer David Catt, the detective responsible for the original case upon which the exercise was based. Student officers were very positive about this:
“Dave’s input at the end and detailing rationale was so helpful. It was really interesting to hear about the actual case and how he questioned himself during his decision making. It really brought it and the learning to life.”
Since then, we have delivered the new and improved Hydra exercise to two separate cohorts of student officers and are delighted to report that the feedback has been overwhelmingly positive!
The feedback suggests that the new Hydra exercise was highly successful…
95% of students reported that they enjoyed the “innovative approach to learning” and over 90% “really enjoyed” the activity. 77% felt that the resources were “realistic and reflective of real policing practice”.
Comments made by students include:
“I thoroughly enjoyed it, one of my favourite days!”
“It was very realistic to real-life scenarios…”
“Fantastically taught! Genuinely quite realistic considering we’re in a classroom.”
“I really enjoyed not knowing what was going to happen, having to react and make decisions to the information as it was given…”
“It was a visual and interactive way of learning and consolidated everything we had learnt from the module…”
“It really got me thinking about decision making and safeguarding from a new light…”
When asked what the “most helpful learning” from the input was, students gave the following answers:
“It showed me how important trauma- informed policing is…”
“It helped me think about how to deal with CSE cases, making sure I look at the bigger picture when dealing with incidents…”
“It really highlighted the importance of ‘good’ decision making and different ways of thinking around problems…”
In Conclusion…
The feedback clearly demonstrates that the investment in developing authentic, scenario-based learning resources has had a significantly positive impact on student engagement and the perceived quality of the learning experience. By combining professional-quality video resources, realistic decision-making challenges, and interactive delivery through Blackboard Ultra, we have created a learning environment that more closely mirrors the complexities and pressures that officers will encounter in operational policing.
It is a resource that can now be adapted and incorporated into other aspects of the policing programmes to help educate around issues of vulnerability, better preparing future officers for the challenges of modern policing.
Eve Smietanko- UWE Senior Policing Lecturer:
“I used the new Hydra exercise on Wednesday with my year two Police Constable Entry Programme students and it was incredible! Having the actors made all the difference and a lot of the students mentioned in the end of module evaluation, stating it was one of their favourite parts of the module.”
In Gratitude…
These positive outcomes reflect the collective effort that underpinned the project. This project truly was a team effort and a great example of cross college collaboration within UWE. Special thanks go to Peter Clegg, Head of the School of Social Sciences and Anne Eason, Associate Director of Policing, for supporting the funding bid from the outset and helping us secure the resources needed to bring the project to life.
We are also extremely grateful to the New Wave Agency production team and Anneliese Paul, as well all of the actors who gave their time, energy and expertise to the filming process. The realism and professionalism recognised by the students officers are testament to the high standard of work produced by the New Wave student production crew and actors, whose creativity, technical skills and commitment were instrumental in bringing the exercise to life.
Particular thanks go to David Catt, whose original vision and inspiration for the session laid the foundations for what the Hydra exercise has become.
Finally, a huge thank you must go to the lecturers who make the day possible.
Delivering the Hydra exercise is staff-intensive and requires considerable planning, coordination and facilitation, but the impact on student learning makes it more than worthwhile.
Some Final Words from the New Wave Student Production and Filming team:
We will end with some final reflections from the New Wave Student Production and Filming team about their experiences of working on the project, which for most, represented one of their first commissioned professional productions:
Maddy Jeffs- Producer and Director Assistant:
“I really enjoyed the process! It was a unique and completely different approach to filmmaking. Because the scenarios were based on real-life policing, it was important to us to get every detail right. We were keen to cast actors with relevant experience to ensure the performances felt genuine and authentic, allowing scenes to feel less scripted and truer to life. The collaboration between the actors and crew was invaluable, particularly when it came to how people would realistically speak and behave. We thought carefully about the subtle clues officers would need to pick up on, from non-verbal communication to facial expressions, to create something as realistic and impactful as possible.”
Eloise Hillsdon- Camera & Sound and Director Assistant:
“I learned so much about policing and just how complex the job really is. It was a great experience to write scripts based on real-life situations rather than pure drama. Knowing that the materials we produced could have a genuine impact on police officers’ decision-making, and may even help save a life one day, made the project especially meaningful.”
Zuva Mutambasere- Script-writing Assistant and Editor:
“I really enjoyed the team experience. It was a truly collaborative process, with everyone bringing their own ideas and expertise to create something meaningful together.”
References
Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., and Fischer, F. (2020) ‘Simulation-Based Learning in Higher Education: A Meta-Analysis. Review of Educational Research, 90: 499–541.
Kolb, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development. NJ: Prentice-Hall.
Whitcombe, D., Pepper, I., Baty, P., Bullen, E., Davies, A., Jessop, S., Vickery, J. and Whistance, R. (2025) ‘Simulations for police learning: an opportunity for standardised simulation design.’ Policing: A Journal of Policy and Practice, 19.
If you would you like to learn more about this project, please contact Paul.Williamson@uwe.ac.uk as Year 2 Programme Lead on the PCDA.
Editorial Team
Paul Williamson (Editor-in-Chief), Claudia McCready (Lecturer), Claire Bowers (Senior Lecturer), Eve Smietanko (Senior Lecturer) and Ian Lowe (Senior Lecturer).