Does evidence-based policing (EBP) taught within the initial entry routes for policing provide opportunities to impact professional practice?

Evidence-Based Policing (EBP) has often been used to describe innovations and developments in policing. Research and findings have emerged from adopting EBP, which traditionally utilises scientific processes to develop new knowledge and understanding for future workplace applications. Research using a traditional EBP approach is challenging, requiring significant investment in time and commitment by all parties involved. However, policing’s focus is on keeping people safe, with resources and time often being limited. The challenges for those in policing are in the here and now; they need suggestions, innovations and resolutions quickly.

Often, policing is seen to lurch into a solution-based approach to address critical issues that only create longer-term challenges or, after months, return to its original state. This article examines the opportunities to develop knowledge and understanding through learning within the Police Constable Entry Routes (PCER) and specifically through the research conducted by new police officers within the Police Constable Degree Apprenticeship.