Gunhild Birgitte Sætren

• Sætren, Gunhild Birgitte; Vaag, Jonas Rennemo; Saghafian, Mina; Wigum, Jan Petter & Helde, Roger (2024). Teaching advanced technology (ADAS) and use of touch screens in driver training in Norway. Cognition, Technology & Work. ISSN 1435-5558. doi: 10.1007/s10111-024-00766-6.
• Sætren, Gunhild Birgitte; Vaag, Jonas Rennemo & Lund, Mass Soldal (2024). What and how to train for strategic crisis management: A systematic literature review. Journal of Contingencies and Crisis Management. ISSN 0966-0879. 32(2). doi: 10.1111/1468-5973.12568. Fulltekst i vitenarkiv
• Sætren, Gunhild Birgitte; Ernstsen, Jørgen; Phillips, Ross Owen; Aulie, Eir G & Stenhammer, Hege Christin (2023). Cognitive technology development and end-user involvement in the Norwegian petroleum industry – Human factors missing or not? Safety Science. ISSN 0925-7535. 170(February 2024). doi: 10.1016/j.ssci.2023.106337. Fulltekst i vitenarkiv Vis sammendrag

  The petroleum industry is a high-hazard industry depending on reliable technical solutions. The industry tends to use increasingly advanced technologies including machine learning technology with increased difficulties for end users to keep abreast of how these technologies work. Thus, our research question was: How are end users involved in the development and implementation of cognitive technologies in the Norwegian petroleum industry to contribute to safe and reliable technical solutions? We used a qualitative explorative approach, with semistructured interviews with 31 informants from 10 companies. Thematic analysis revealed the categories ‘technology focus’, ‘understanding of end-user involvement versus end users’ actual involvement’, ‘lack of access to end users’, ‘lack of human factors methods in early phases’, and ‘lack of official rules and regulations’. Findings show that during the earlier phases of designing algorithms and training data, end users are hardly involved. Regarding later phases with offshore testing, implementation, use, and improvement, end users are much more integrated in the process.

• Wigum, Jan Petter; Sætren, Gunhild Birgitte; Helde, Roger; Saghafian, Mina & Vaag, Jonas Rennemo (2023). Is the education of driver instructors in Norway in line with the technological development? I Brito, Mario P.; Aven, Terje; Baraldi, Piero; Cepin, Marko & Zio, Enrico (Red.), ESREL 2023 - Proceedings of the 33rd European Safety and Reliability Conference : The Future of Safety in the Reconnected World, 3 – 7 September 2023, University of Southampton, United Kingdom. Research Publishing Services. ISSN 978-981-18-8071-1. s. 780–787. doi: 10.3850/978-981-18-8071-1_P117-cd.
• Stenhammer, Hege Christin; Doornich, June Borge & Sætren, Gunhild Birgitte (2023). The Role of Mentors in Safety and Crisis Management Training Exercises, Proceedings of the 33rd European Safety and Reliability Conference (ESREL 2023). Research Publishing Services. ISSN 978-981-18-8071-1. s. 1818–1823. doi: 10.3850/978-981-18-8071-1_P051-cd. Vis sammendrag

  To sustain professional safety and crisis preparedness in a high-risk context, simulation and training are imperative. Mentors who are specialists and highly experienced in their field are found to play an important role in safety and crisis management training exercises. The exercises span from mass rescue operations to oil spills, hybrid threats, and natural disasters. Students are to play out the roles of crisis management of organizations that should mobilize following the disaster, such as the police, municipalities, and other organizations. The students of the crisis preparedness and management master program at Nord University are already working in safety-critical industries but rarely have practical knowledge of their roles in the exercises and crisis management in general. Exercises are therefore conducted to bridge the gap between the students’ theoretical and practical knowledge. The research question is as follows: How can the role of mentors help optimize learning processes in safety and crisis management training? Specialists and highly experienced practitioners function as mentors who, in this research, are found to be valuable in bridging the aforementioned gap by supporting the students in their learning process through (1) facilitating reflection, (2) ensuring safe interaction and the students’ ability to feel a (3) sense of achievement. Keywords: safety, mentorship, training, safety management, crisis management, education, safety psychology.

• Badu, James; Kruke, Bjørn Ivar & Sætren, Gunhild Birgitte (2023). Crisis communication and trustworthiness among crisis actors: towards a typology of crisis management difficulties. Safety in Extreme Environments. ISSN 2524-8170. doi: 10.1007/s42797-023-00074-8. Fulltekst i vitenarkiv Vis sammendrag

  The concepts of communication and trust play a central role in crisis management. There is a complex nexus between communication and trust building in crisis management, as different activities and processes result in communication and trust building in crisis management. This article argues that communication and trust are two sides of the same crisis management coin: each complements the other. To this end, we reflected on how crisis communication and trust factors could be a tool to amplify or attenuate the level of attention given to creeping crises and how such factors could influence creeping crisis management difficulties. We then proposed a crisis management typology to aid crisis managers in managing the difficulties associated with creeping crises.

• Sætren, Gunhild Birgitte; Vaag, Jonas Rennemo; Hansen, Iselin Furø & Bjørnfeld, Gro Anita (2023). Situational awareness in a creeping crisis: How the initial phases of the COVID-19 pandemic were handled from a crisis management perspective in the Nursing Home Agency in Oslo. Journal of Contingencies and Crisis Management. ISSN 0966-0879. 31(3), s. 545–559. doi: 10.1111/1468-5973.12458. Fulltekst i vitenarkiv Vis sammendrag

  In March 2020, the municipality of Oslo's Nursing Home Agency was hit by Norway's first COVID‐19 outbreak. Being responsible for a very vulnerable group, they had to deal with a situation never before encountered and of which they had very limited knowledge. In this study, we explored how situational awareness (SA) changed from a creeping to an urgent crisis. We undertook a case study of the Nursing Home Agency's top management during the initial period of the COVID‐19 pandemic (December 2019 through late March 2020). We conducted individual interviews with the management in charge of decisions. Thematic analysis yielded four main categories affecting SA: perception of event development, perception of available time, information, and cooperation and trust. We found that subjective experience of the geographical proximity of the crisis and subjective experience of time were essential in shaping SA. Perception of time was essential to the understanding of urgency, which was an important factor in reacting properly. Further, the perception of space was necessary for the crisis to be interpreted as critical. Time and space are objective factors but are perceived subjectively. Our model showed that the crisis must be perceived as urgent for proper actions to be decided upon.

• Sætren, Gunhild Birgitte; Stenhammer, Hege Christin; Doornich, June Borge; Sørnes, Jan-Oddvar & Saghafian, Mina (2022). Psychological Safety in Crisis Preparedness and Management Training Context. I Leva, Maria Chiara; Patelli, Edoardo; Podofillini, Luca & Wilson, Simon (Red.), Proceedings of the 32nd European Safety and Reliability Conference (ESREL 2022). Research Publishing Services. ISSN 978-981-18-5183-4. doi: 10.3850/978-981-18-5183-4_R19-02-147-cd. Vis sammendrag

  Crisis preparedness and management training is to a large degree about training for managing the unexpected. Psychological safety is a key aspect of creating an environment that upholds the criteria for optimizing mindful organizing. This provides a learning environment in which participants are not afraid of negative feedback and that is open and trustful - criteria important in creating shared situational awareness. Thus, our research question was, Is psychological safety established in simulated crisis preparedness and management training? In this study, we interviewed 10 informants and conducted a one-day observation of an exercise. Thematic analysis was used to analyse the data. We found that students, academic staff and facilitators, and mentors reported behaviour and a climate that were consistent with psychological safety but that elements such as more guidance and supervision and the evaluation of the roles of mentors were aspects for improvement.

• Wigum, Jan Petter & Sætren, Gunhild Birgitte (2022). Exploring How Automated Technology and Advanced Driver-Assistance Systems (ADAS) Are Taught in the Norwegian Driver-Training Industry. A Qualitative Study. I Leva, Maria Chiara; Patelli, Edoardo; Podofillini, Luca & Wilson, Simon (Red.), Proceedings of the 32nd European Safety and Reliability Conference (ESREL 2022). Research Publishing Services. ISSN 978-981-18-5183-4. doi: doi:10.3850/978-981-18-5183-4_R03-01-009-cd. Vis sammendrag

  Car technology is rapidly evolving, with advanced driver-assistance technology changing the role of the driver. This should be reflected in the teaching of learner drivers. However, little pedagogical research is available in this field for the driving-instructor industry to draw on, and little is known about how this is taught within the driving-instructor industry. Therefore, we explored the research question, How does the Norwegian driver-training industry teach advanced driver-assisted technology to learner drivers? We interviewed 10 driving instructors from different parts of Norway and used thematic analysis to analyse the data. We found that teaching does not correspond with technological developments. The driving instructors do not define learning outcomes related to new technology, and the national curriculum is not well suited for the developments in automated technology. There is a need for knowledge within the driving-instructor industry concerning developing pedagogical processes suitable for variations in technological standards in cars on the roads.

• Sætren, Gunhild Birgitte; Stenhammer, Hege Christin; Andreassen, Natalia & Borch, Odd Jarl (2022). Computer‑assisted management training for emergency response professionals in challenging environments. Safety in Extreme Environments. ISSN 2524-8170. 4, s. 277–290. doi: 10.1007/s42797-022-00066-0. Fulltekst i vitenarkiv Vis sammendrag

  Coordinating complex crisis responses generally requires comprehensive skills. When operating in the High Arctic, extreme environments make this task even more challenging. Training for these situations is thus of utmost importance, but such training requires extensive resources for full-scale exercises. Simulation is an alternative that can yield an effective learning process and learning outcomes. In this study, we explored how simulator-based accident training in high-risk, highly sensitive environments can be optimised. To do this, Exercise Isfjord was designed for students in the master’s Preparedness and Emergency Management programme at NORDLAB at Nord University. This exercise involved a grounded cruise ship from which passengers needed to be evacuated, in addition to a severe oil spill. Interviews with students, mentors, facilitators, and academic staff were conducted, and thematic analysis was used for analysing the data. Our findings indicate that a pedagogical wheel consisting of the six factors preparations, psychological safety, mentors, learning objectives, context realism, and evaluations promotes an optimal learning process in simulated-accident exercises in high-risk and highly sensitive environments. Thus, we recommend tailor-made simulated exercises for crisis management and emergency preparedness.

• Vaag, Jonas Rennemo; Sætren, Gunhild Birgitte; Halvorsen, Thomas Haugeli & Sørgård, Stine Dalen (2022). A Psychological Investigation of Selection Criteria for Learning Agents (Super Users) and Allocation of Responsibilities in the Implementation of Technological Change. Frontiers in Psychology. ISSN 1664-1078. 13. doi: 10.3389/fpsyg.2022.928217. Fulltekst i vitenarkiv
• Lindheim, Catharina; Skogstad, Martin Rasmussen & Sætren, Gunhild Birgitte (2021). Driving Factors for Driving Simulators – A Feasibility Study. I Castanier, Bruno; Cepin, Marko; Bigaud, David & Berenguer, Christophe (Red.), Proceedings of the 31st European Safety and Reliability Conference. Research Publishing Services. ISSN 978-981-18-2016-8. s. 2581–2588. doi: 10.3850/978-981-18-2016-8_190-cd.
• Sætren, Gunhild Birgitte; Vaag, Jonas Rennemo & Holmquist, Thor Owe (2021). The use of driving simulator for training learner drivers belonging to a high-risk group. . I Castanier, Bruno; Cepin, Marko; Bigaud, David & Berenguer, Christophe (Red.), Proceedings of the 31st European Safety and Reliability Conference. Research Publishing Services. ISSN 978-981-18-2016-8. doi: 10.3850/978-981-18-2016-8_013-cd. Vis sammendrag

  Immigrant drivers are considered a high-risk group in traffic, especially drivers from Middle East, and Africa are represented more than other groups in road accident statistics There are several factors why this group are at a higher risk than others. First of all, this group often consist of people with another cultural understanding of risk and road safety and a significant different driver training than the Norwegian driver culture and training. In addition, the language and terminology used in driving is different from what they are familiar with. For this reason, the group is specified in the Norwegian national transport plan (NTP) as a group where research-based measures for increasing safety are in demand. Thus, our research question was: Can driving simulator be a beneficial measure for safety for the high-risk group migration driver trainers? Method: Five interviews with driver instructors who used driving simulators to train migration driver trainers were conducted in addition to observations of teaching situations. Grounded theory was used for analysis. Results: The core category was “The simulator could increase safety training” This was based on the 2 main categories “The simulator is used like a car” and “Re-creating knowledge”. The conclusion was that simulator, in addition to real life training, could be a good tool for teaching immigrants to drive according to Norwegian standards.

• Sætren, Gunhild Birgitte; Vaag, Jonas Rennemo; Pedersen, Pål Andreas; Birkeland, Toril Fagerli; Holmquist, Thor Owe & Lindheim, Catharina [Vis alle 7 forfattere av denne artikkelen] (2021). Driving Simulators in Teaching and Learning: A Qualitative Study. I Strømmen-Bakhtiar, Abbas; Helde, Roger & Suzen, Elisabeth (Red.), Supplemental instruction : volume 1: digital technologies. Waxmann Verlag. ISSN 978-3-8309-4324-2. s. 67–87. Fulltekst i vitenarkiv Vis sammendrag

  Background: Different learning styles require different teaching methods, and the use of simulator as a learning tool can thus be an important contribution to driver instruction. Road traffic is a highly complex and high-risk environment. For this reason, driver training is an important factor of providing road safety. Educating professional driving instructors is an important contribution to increased road safety, and fewer dead and injured in road traffic. This study explored how simulator training in driver education could be beneficial by investigating authorized driver instructors as well as driving instructor students’ perceptions after testing the simulator. Our research question was: Which factors influence perception and use of driving simulators in teaching and learning driving skills? For this study, 28 individual semi-structured interviews were conducted of driving instructors and students of driving instructors in three rounds over a period of one year. Thematic analysis was used for analysing the data. Results: We found that perceived transferability (main category) is of importance when teaching and learning driving skills through the use of a simulator. The transferability is dependent upon two underlying factors (categories), that seems to influence the perception and use of the simulator: 1) a technological focus or 2) a pedagogical focus. While holding a mainly technological focus, the simulator is viewed as a tool or pedagogical multimedium that provide learning by itself. On the other hand, a pedagogical focus sees the simulator as a tool that should be used in a larger pedagogical context. We found that increased experience of using the simulator technology seemed to influence the instructors and instructor students to shift from a technological focus, to a more pedagogical focus. Conclusion: A driving simulator has the possibility to be beneficial for learning and teaching the complexity of driving, from technical manoeuvring to strategic decision making, but for the instructor to effectively use a simulator for teaching, there need to exist a sense of perceived transferability for the instructor. As increased use of the simulator seems to shift the instructor focus from a more technological to a pedagogical focus – experience with and use of the simulator as a pedagogical tool should be implemented in the educational program for driving instructors. Keywords: learning, simulator, driver training, driver instructor education, higher education, simulation-based teaching, experiential learning, technology acceptance

• Grinerud, Katrine; Sætren, Gunhild Birgitte & Aarseth, Wenche Kristin (2020). Buyers of Road Transport Services: Sustainability and Safety Responsibility? I Baraldi, Piero; Di Maio, Francesco P. & Zio, Enrico (Red.), e-proceedings of the 30th European Safety and Reliability Conference and 15th Probabilistic Safety Assessment and Management Conference (ESREL2020 PSAM15). Research Publishing Services. ISSN 9789811485930. doi: DOI:%20978-981-14-8593-0.
• Wigum, Jan Petter; Bogfjellmo, Petter Helmersen & Sætren, Gunhild Birgitte (2020). Test-oriented rider training and its effect on safety for powered two-wheeler classes in Norway – a qualitative study. . I Baraldi, Piero; Di Maio, Francesco P. & Zio, Enrico (Red.), e-proceedings of the 30th European Safety and Reliability Conference and 15th Probabilistic Safety Assessment and Management Conference (ESREL2020 PSAM15). Research Publishing Services. ISSN 9789811485930. doi: 978-981-14-8593-0. Fulltekst i vitenarkiv Vis sammendrag

  Powered two-wheeler riders have a particularly high accident risk. This elevated risk has received a lot of attention both nationally and internationally, and it is a stated goal for various stakeholders that the accident rates for powered two-wheelers must be reduced. The quality of the rider training and the content of the rider test, which should reveal the level of the rider's competence, are important factors that can help reduce the risk of severe accidents. The aim of this study was to explore the extent to which today’s motorcycle rider training is in line with the curriculum ́s intentions regarding rider competence and whether there are elements that can be directly attributed to the test itself that might adversely affect riders ́ competence such that this becomes a safety risk for powered two-wheeler riders. A total of 16 rider instructors where interviewed, including 14 male instructors and 2 female instructors. The interviews were semi-structured, and the research question was: Are there elements of test-oriented training in Norwegian motorcycle rider training, and if so, how do these affect the development of rider competence and rider safety? This work is part of a larger project on risk and safety factors for motorcycle riders in Norway. Our findings were sorted into the following three themes: 1) Reason for obtaining the rider license, 2) The structure and content of the practical test, and 3) GDE-matrix relations. Our conclusion is that there are elements of test-orientation in the Norwegian motorcycle training system that might have a negative effect on rider safety (PDF) Test-oriented rider training and its effect on safety for powered two-wheeler classes in Norway -a qualitative study. Available from: https://www.researchgate.net/publication/342643933_Test-oriented_rider_training_and_its_effect_on_safety_for_powered_two-wheeler_classes_in_Norway_-a_qualitative_study [accessed Nov 17 2020].

• Sætren, Gunhild Birgitte; Wigum, Jan Petter & Bogfjellmo, Petter Helmersen (2020). Competition in the Rider Training Industry – Beneficial or a Threat to Safety? I Baraldi, Piero; Di Maio, Francesco P. & Zio, Enrico (Red.), e-proceedings of the 30th European Safety and Reliability Conference and 15th Probabilistic Safety Assessment and Management Conference (ESREL2020 PSAM15). Research Publishing Services. ISSN 9789811485930. doi: DOI:%20978-981-14-8593-0. Vis sammendrag

  Younger moped riders aged 16–18 are defined as a high-risk group in road traffic accidents in Norway. The license for a moped is the only one which is obtained without a practical external test, only a theoretical one, and thus it is the rider instructor who assesses whether the rider is practically fit for this license. In this industry there is competition, which might affect the quality of the moped rider training. Thus, our research question is: Is moped training operated as a course, and if so, what factors influence this organization of training, and how could it influence road safety? Our findings indicate that there are tendencies that the training is organized as a course rather than individual training and the factors influencing this on one side are parents, learner drivers and driving schools’ attitudes and norms related to efficiency, and on the other side curricula and regulations related to safety. The conclusion is that is that it seems that the change in focus from course thinking to an individual focus might be taking longer than expected, and that elements such as attitudes and norms in addition to efficiency in form of both time and money are contributing factors to this delay. There is thus room for improvement in the moped rider training industry.

• Sætren, Gunhild Birgitte; Birkeland, Toril Fagerli; Holmquist, Thor Owe; Pedersen, Pål Andreas; Skogstad, Martin Rasmussen & Lindheim, Catharina [Vis alle 7 forfattere av denne artikkelen] (2020). Accepting driving simulators as a tool in driver instructor training. I Baraldi, Piero; Di Maio, Francesco P. & Zio, Enrico (Red.), e-proceedings of the 30th European Safety and Reliability Conference and 15th Probabilistic Safety Assessment and Management Conference (ESREL2020 PSAM15). Research Publishing Services. ISSN 9789811485930. doi: 10/978-981-14-8593-0. Vis sammendrag

  Introducing driving simulators as a supplement in driver training is one contribution to reduce emissions and the number of potential accident situations on the road. In Norway, the use of simulators in driver training has not been common even though there are no rules or regulations hindering it from having a role in most parts of driver training or driver instructor education. In this study, which is a continuing work and part of a larger project on using simulators in driver training, mandatory use of simulator training was implemented for all first-year students of driver instructor education in Norway. This meant about 100 driver instructor students tried the simulator for the first time during their training. This led us to form the following research question: How do novice driver instructor students perceive a driver simulator as a pedagogical tool? The main category in our findings was “usefulness”. In this regard there were both pros and cons in accordance with the subcategories of safety, novice learner drivers, and realism. All in all, the usefulness seemed to regard the level of seriousness the students showed during their testing as well as whether the discussions among the students concerned pedagogy and learning or just the simulator itself, such as graphics. Our conclusion is that this training would benefit from a lecturer being present during this session to provide guidance in the reflection process.

• Rasulo, Stefania; Sætren, Gunhild Birgitte & Van der Meer, Audrey (2020). Children's development of speed perception and its effect on road traffic safety: A high-density EEG study. I Baraldi, Piero; Di Maio, Francesco P. & Zio, Enrico (Red.), e-proceedings of the 30th European Safety and Reliability Conference and 15th Probabilistic Safety Assessment and Management Conference (ESREL2020 PSAM15). Research Publishing Services. ISSN 9789811485930.
• Sætren, Gunhild Birgitte; Bogfjellmo, Petter Helmersen & Wigum, Jan Petter (2020). Competition and its potential negative effect on safety in powered two-wheeler (PTW) training seen from a system perspective. Research in Transportation Economics. ISSN 0739-8859. 82, s. 1–9. doi: 10.1016/j.retrec.2020.100881. Fulltekst i vitenarkiv Vis sammendrag

  Competition is, in many ways, a source related to quality in the sense that less competitive firms will be outdistanced through a balance in supply and demand. In high-risk industries, however, safety must be balanced with production, which is not always an easy choice. In the rider training industry, driving schools and instructors teach others how to behave and think in and relate to a complex road traffic system while being vulnerable on a powered two-wheel (PTW) vehicle. Knowing which training is optimal is not easy, but the Norwegian learner curricula and regulations serve as guidelines. However, in competition with other driving schools, this training might be adjusted because of competitive elements in addition to the intentions of the curricula. Thus, our research question is ‘How can competition affect the quality of the rider training system and thus road safety in Norway?’ For this research, sixteen interviews were conducted, and thematic analysis was used for analysing the data. The findings in this study were that competition affects three factors of the rider training system related to safety. These were (1) course-related training, (2) less strict assessment, and (3) testoriented training. The conclusion is that competition partly has a negative effect on safety in the rider training industry in Norway.

• Sætren, Gunhild Birgitte; Lindheim, Catharina; Skogstad, Martin Rasmussen; Pedersen, Pål Andreas; Robertsen, Rolf & Lødemel, Ståle [Vis alle 7 forfattere av denne artikkelen] (2019). Simulator versus traditional training: A comparative study of night driving training. Proceedings of the Human Factors and Ergonomics Society Annual Meeting.. ISSN 1071-1813. 63(1), s. 1669–1673. doi: 10.1177/1071181319631528. Fulltekst i vitenarkiv Vis sammendrag

  In recent decades, simulators have become an increasingly accepted part of training in sectors like aviation, medicine, and the petroleum industry. Some countries like the Netherlands, the UK, and Finland have accepted simulators as a part of driver’s education, but in Norway the use of simulators is both limited and restricted. This experimental study aimed to determine whether simulatorbased training in night driving could be beneficial compared to traditional Norwegian training. Two equal-sized groups of learner drivers completed both simulator training and traditional training, and both training sessions were followed by a multiple-choice test mapping the learner drivers’ theoretical knowledge on the topic. The results show that theoretical learning outcome is higher from simulator training compared to traditional training, indicating that an increased use of simulators could be beneficial in driver training.

• Wigum, Jan Petter & Sætren, Gunhild Birgitte (2019). Teoretisk trafikal kunnskap-motivasjon hos yngre trafikanter i klassen AM 146. I Loeng, Svein; Mørkved, Britt Paula & Isachsen, Brit Solli (Red.), Studentaktiv læring - praksisnær undervisning i høyere utdanning. Cappelen Damm Akademisk. ISSN 978-82-02-64913-5. s. 123–141. doi: 10.23865/noasp.72. Fulltekst i vitenarkiv Vis sammendrag

  Sammendrag: Målet med denne undersøkelsen var å finne motivasjonen for innlæring av teoretisk trafikal kunnskap i mopedopplæring (førerkortklasse AM 146), samt å finne ut når elevene tilegner seg denne kunnskapen. AM 146 er den eneste førerkortklassen som kun krever teoretisk prøve. Indre motivasjon er ansett som viktig for å oppnå kvalitativ læring. Av den grunn ble det gjennomført en surveyundersøkelse med N = 40 ungdommer, der alle var 16 år. Kjønnsfordelingen var F = 26 (65 %) og M = 14 (35 %). Over 90 % av respondentene svarte at de forbereder seg på teorien kun før den teoretiske prøven, og at de ikke leser teori før eller i løpet av den praktiske gjennomgangen. Dette indikerer at de fleste elevene ikke leser teori før etter at den praktiske delen er ferdig, og at de sannsynligvis har en ytre motivasjon for å lese teorien til førerprøven.

• Sætren, Gunhild Birgitte; Wigum, Jan Petter & Bogfjellmo, Petter Helmersen (2019). A qualitative study of the rider training system for younger riders in powered twowheelers (PTW) class AM146 and A1, and its effect on risk. . I Beer, Michael & Zio, Enrico (Red.), Proceedings of the 29th European Safety and Reliability Conference(ESREL). 22 – 26 September 2019 Hannover, Germany . Research Publishing Services. ISSN 978-981-11-2724-3. s. 3476–3483. doi: 10.3850/978-981-11-2724-3%200141-cd. Fulltekst i vitenarkiv Vis sammendrag

  It is widely recognized that powered two-wheeler (PTW) riders have a particularly high accident risk, but little attention has been given the rider training programs and PTW-instructors. The aim of this study was to explore factors in the rider training systems that could provide safer riders by recognizing risk factors, and particularly the age group of 16- and 17-year-olds. The research question was; How could the high accident rate for younger drivers on two-wheelers be related to the rider training system? This is a part of a larger project on risk and safety factors for PTW-riders’ in Norway. In this initiating part of the project, altogether 10 interviews with well-experienced PTW-rider instructors from different driving schools in Norway were conducted, as well as interviews with university lecturers educating PTW-rider instructors. Our findings of risk factors in PTW rider training for AM146 (moped) and A1 (light motorcycle) were (1) the number of learner riders, (2) course thinking, (3) evaluation criteria, and (4) economy. Our conclusion was that there are elements in the rider training system that could be improved. Measures such as allowing fewer learner riders per rider instructor and including a practical test for AM146 could potentially improve rider training for young riders. Additionally, this was found to be a phenomenon strongly connected with the debate of level of production versus level of safety. Keywords: Powered two-wheelers, rider training, risk, young riders, AM146, A1, moped, light motorcycle, safety.

• Sætren, Gunhild Birgitte; Birkeland, Toril Fagerli; Pedersen, Pål Andreas; Lindheim, Catharina & Skogstad, Martin Rasmussen (2019). Opportunities and limitations in use of simulators in driver training in Norway. A qualitative study. I Beer, Michael & Zio, Enrico (Red.), Proceedings of the 29th European Safety and Reliability Conference(ESREL). 22 – 26 September 2019 Hannover, Germany . Research Publishing Services. ISSN 978-981-11-2724-3. s. 3518–3524. doi: 10.3850/978-981-11-2724-3_0216-cd. Fulltekst i vitenarkiv
• Sætren, Gunhild Birgitte; Wigum, Jan Petter; Robertsen, Rolf; Bogfjellmo, Petter Helmersen & Suzen, Elisabeth (2018). The future of driver training and driver instructor education in Norway with increasing ADAS technology in cars. I Haugen, Stein; Barros, Anne; van Gulijk, Coen; Kongsvik, Trond & Vinnem, Jan Erik (Red.), Safety and Reliability – Safe Societies in a Changing World. Proceedings of ESREL 2018, June 17-21, 2018, Trondheim, Norway. CRC Press. ISSN 9781351174657. s. 1433–1441. Fulltekst i vitenarkiv
• Sætren, Gunhild Birgitte; Pedersen, Pål Andreas; Robertsen, Rolf; Haukeberg, Per Johan; Rasmussen, Martin & Lindheim, Catharina (2018). Simulator training in driver education - potential gains and challenges. I Haugen, Stein; Barros, Anne; van Gulijk, Coen; Kongsvik, Trond & Vinnem, Jan Erik (Red.), Safety and Reliability – Safe Societies in a Changing World. Proceedings of ESREL 2018, June 17-21, 2018, Trondheim, Norway. CRC Press. ISSN 9781351174657. s. 2045–2051. Fulltekst i vitenarkiv Vis sammendrag

  Norway is currently ranked as one of the top nations in regard to road safety. However, continued efforts are applied as we stretch towards a goal of zero deaths and serious injuries in road traffic accidents. In this paper we explore if Norwegian driver education could benefit from simulator training. Possible advantages are cost effectiveness, environmentally friendly training, repeatability, accessibility to different scenarios (accident scenarios and dangerous situations, darkness and snow outside of winter, difficult weather conditions and extreme road traffic density), the possibility to make errors in a safe environment, and interaction with new technology such as advanced driver assistant systems. However, there are challenges such as how to increase the number of simulators in Norway, and legal obstacles as current legislations require all mandatory parts of the Norwegian driver education to be conducted on the road. Our overall impression is that the driver education in Norway could have advantages in applying a more systematic approach to simulator training.

• Sætren, Gunhild Birgitte & Laumann, Karin (2017). Organizational change management theories and safety. A critical review. Safety Science Monitor. ISSN 1443-8844. 20(1). Fulltekst i vitenarkiv

Se alle arbeider i Cristin

• Badu, James; Kruke, Bjørn Ivar & Sætren, Gunhild Birgitte (2024). Advancing Local Climate Action: Strategies for Implementing Long-Term Measures. Vis sammendrag

  This study examines how the continuing progression of climate change necessitates urgent and broadened situational awareness by authorities to address its threats. A key challenge is the identification and implementation of climate measures, hindered by socio-cultural, political, and economic influences that affect stakeholders' willingness and comfort in adopting adaptation and mitigation strategies. This study focused on two primary questions: 1) How do 'willingness and comfortability' influence the effectiveness of long-term climate measures? 2) What is the role of trust and communication in the implementation of these measures? Utilizing a qualitative methodology, we conducted semi-structured interviews with residents of Longyearbyen-Svalbard. Findings reveal that residents are more inclined to adapt to climate change measures that are effectively communicated to them. Crucially, economic, socio-cultural, and political factors play a significant role in shaping their willingness to engage with adaptation measures. Additionally, the perception of authorities as trustworthy communicators emerged as vital for residents' readiness to implement both short- and long-term measures. The study underscores the importance of authorities being seen as credible and reliable communicators to effectively reduce the climate footprint in Arctic communities. It also highlights the need for a balanced approach that considers economic, socio-cultural, and political aspects, as these significantly influence people's willingness and comfort in adhering to climate measures.

• Badu, James; Taarup-Esbensen, Jacob; Kruke, Bjørn Ivar; Johannessen, Stig Andreas & Sætren, Gunhild Birgitte (2024). Session 2.4.2 Climate Change Adaptation in the Arctic: Adaptation Strategies for Arctic Indigenous Communities. Vis sammendrag

  Session description: The Arctic region is experiencing the profound impacts of climate change, with rising temperatures, weather extremes, changing precipitation patterns, and ecosystem shifts. Among the most vulnerable populations in the Arctic are the indigenous communities, who have lived in harmony with their environment for millennia. However, the rapid changes brought about by the effects of climate change threaten the fabric of their traditional way of life, culture, and subsistence practices. This conference session aims to shed light on the challenges faced by Arctic indigenous communities that are experiencing the effects of climate change and explore the adaptation strategies they employ to cope with these unprecedented changes. By presenting research findings, case studies, and firsthand experiences, the session seeks to foster a better understanding of the critical issues these communities confront and provide a platform to discuss effective adaptation measures, which takes indigenous knowledge into account. This session aims to provide an opportunity for the researchers to share and exchange their knowledge and experience in fields relevant to climate adaptation strategies in Arctic indigenous communities. Key focus areas include, but are not limited to 1) Climate change impacts on Arctic indigenous communities; 2) Local knowledge in climate governance; 3) Community-led adaptation initiatives; 4) Collaboration and partnership for resilience; 5) Policy and governance for adaptation; 6) Building climate adaptation capacity and empowerment.

• Badu, James; Kruke, Bjørn Ivar & Sætren, Gunhild Birgitte (2023). Local climate adaptation: How can we progress on long-term adaptation measures.
• Sætren, Gunhild Birgitte; Vaag, Jonas Rennemo; Saghafian, Mina; Wigum, Jan Petter & Helde, Roger (2023). Teaching technology in driver training in Norway.
• Sætren, Gunhild Birgitte; Lund, Mass Soldal & Vaag, Jonas Rennemo (2023). Developing training for strategic crisis management. A systematic literature review.
• Sætren, Gunhild Birgitte (2023). De Regionale Sikkerhetsdagene.
• Sætren, Gunhild Birgitte (2023). Human factors og mennesket i bil.
• Wigum, Jan Petter; Sætren, Gunhild Birgitte; Saghafian, Mina; Helde, Roger & Vaag, Jonas Rennemo (2023). Is the education of driver instructors in Norway in line with the technological development?
• Sætren, Gunhild Birgitte (2023). 14 nye meritterte undervisere ved Nord universitet. [Fagblad]. Khrono. Vis sammendrag

  14 ansatte ved Nord universitet har kommet gjennom nåløyet og fått heder og ære som meritterte undervisere i 2023.

• Stenhammer, Hege Christin; Doornich, June Borge & Sætren, Gunhild Birgitte (2023). The role of mentors in safety and crisis management training exercises.
• Sætren, Gunhild Birgitte; Meer, Audrey Lucia Hendrika van der & Rasulo, Stefania (2023). Barn og unges sikkerhet når de ferdes til fots og på sykkel.
• Sætren, Gunhild Birgitte (2023). TEKNOLOGI I TRAFIKKOPPLÆRING (TEKTRA).
• Sætren, Gunhild Birgitte (2023). Skjermbruk og human factors.
• Rasulo, Stefania; Sætren, Gunhild Birgitte & Van der Meer, Audrey (2022). Speed perception and its implications in road safety: a high-density EEG study. I Leva, Maria Chiara; Patelli, Edoardo; Podofillini, Luca & Wilson, Simon (Red.), Proceedings of the 32nd European Safety and Reliability Conference (ESREL 2022). Research Publishing Services. ISSN 978-981-18-5183-4. s. 121–122.
• Badu, James & Sætren, Gunhild Birgitte (2022). Ble møtt av regn og plussgrader. Ghanesiske James Badu skriver doktorgrad om arktisk sikkerhet. Da er et Svalbard-besøk nærmest obligatorisk. [Internett]. Svalbardposten.
• Badu, James & Sætren, Gunhild Birgitte (2022). Møtt av regn og plussgrader. [Avis]. Svalbardposten. Vis sammendrag

  Ghanesiske James Badu skriver doktorgrad om arktisk sikkerhet. Da er et Svalbard-besøk nærmest obligatorisk.

• Sætren, Gunhild Birgitte & Antonsen, Stian (2022). Fremtidens risiko. Samfunssikkerhet og beredskap. [Radio]. NRK P1.
• Sætren, Gunhild Birgitte; Stenhammer, Hege Christin; Doornich, June Borge; Sørnes, Jan-Oddvar & Saghafian, Mina (2022). Psychological Safety in Crisis Preparedness and Management Training Context.
• Sætren, Gunhild Birgitte & Wigum, Jan Petter (2022). Ny teknologi i bil ignoreres i trafikkskolen. Forskning.no. ISSN 1891-635X. Vis sammendrag

  Dagens biler er avanserte. Den teknologiske utviklingen er drevet av mange faktorer, eksempelvis trafikksikkerhet, mobilitetshensyn og markedsmessige gevinster, for å nevne noen. Vi vet at dagens biler har mye teknologi. Ja, de mest avanserte bilene styrer til tider seg selv. Likevel er det til syvende og sist en fører som skal håndtere bilen. Men, kan vedkommende nok om hvordan teknologien i akkurat denne bilen fungerer, eller hvordan hen best skal samhandle med den? Dette har vi undersøkt, og svaret er ganske nedslående.

• Rasulo, Stefania; Sætren, Gunhild Birgitte & Van der Meer, Audrey (2022). Speed perception and its implications in road safety: a high-density EEG study.
• Wigum, Jan Petter & Sætren, Gunhild Birgitte (2022). Exploring how automated technology and advanced driver-assistance systems (ADAS) are taught in the Norwegian driver-training industry. A qualitative study. .
• Vaag, Jonas Rennemo & Sætren, Gunhild Birgitte (2022). Masterintervjuet - Samhandling i nødetatene med Jørgen Olsen. Vis sammendrag

  I en serie av podcaster vil vi intervjue tidligere masterstudenter ved masteren i beredskap og kriseledelse ved Nord universitet. I denne episoden intervjuer vi Jørgen Olsen som har skrevet en masteroppgave om samhandling i nødetatene i tre byer i Nordland. Programledere er Jonas Rennemo Vaag og Gunhild Sætren.

• Vaag, Jonas Rennemo & Sætren, Gunhild Birgitte (2022). Masterintervjuet - Krypende kriser med Iselin Furø Hansen. Vis sammendrag

  I en serie av podcaster vil vi intervjue tidligere masterstudenter ved masteren i beredskap og kriseledelse ved Nord universitet. I denne episoden intervjuer vi Iselin Furø Hansen som, sammen med Gro Anita Bjørnfeld, har skrevet en masteroppgave om krypende kriser og situasjonsbevissthet. Programledere er Jonas Rennemo Vaag og Gunhild Sætren.

• Vaag, Jonas Rennemo & Sætren, Gunhild Birgitte (2022). Masterintervjuet - Prosjektstyring med Øystein Mjelle og Jørn Ivar Hellesnes. Vis sammendrag

  I en serie av podcaster vil vi intervjue tidligere masterstudenter ved masteren i beredskap og kriseledelse ved Nord universitet. I denne episoden vil du få innsyn i Øystein Mjelle og Jørn Ivar Hellesnes sin oppgave om prosjektstyring i internasjonale idrettsarrangement. Programledere er Jonas Rennemo Vaag og Gunhild Sætren.

• Sætren, Gunhild Birgitte; Stenhammer, Hege Christin; Andreassen, Natalia & Borch, Odd Jarl (2021). Adventure-based cruise tourism and emergency response -training for increased polar-water emergency management competence . Fulltekst i vitenarkiv Vis sammendrag

  Nature-based tourism has increased significantly in recent years. The special segment adventure travel has doubled in size, from 10 to 20 percent of the international tourism market. This type of tourism is characterized by visiting remote and spectacular areas, and uniqueness. One of the most popular type of adventure based travel is so-called expedition cruise. The number of cruise vessels is increasing and a significant numbers of new vessels are contracted. This includes the number of cruise vessels visiting the High North and Svalbard. The polar regions are characterized by challenging weather, cold climate, a lack of infrastructure and equipment as well as a vulnerable environment. The polar regions are also political sensitive areas. Accidents in this area demand fast response from the responsible government. This is why there has to be constant focus on risk reducing efforts including both increased safety and preparedness and reduction of consequences if and accident should happen. Polar water competence is a very important factor for safe operation and an efficient emergency response. This paper highlights how personnel from both cruise vessels and the emergency response agencies can train to meet risks of life and environment in the case of cruise ship accidents with the need for mass evacuation. The paper builds upon the experience from computer-assisted exercises (CAX) of key crisis management personnel. This included the use of simulator training at NORDLAB the Nord university emergency management laboratory. New concept for management and cross-agency cooperation was included. The exercise included mentors from the emergency response agencies and students with background from companies, the government emergency response agencies. The findings reveal the importance of increased realism through simulator-support combined with mentors from the emergency response system. The simulator runs created realism and the mentors could add knowledge on the system and best practices. Previous knowledge and trust among the actors were found important as well as adapting the exercise to previous knowledge on both operational context and the emergency response system. This underlines the need for meeting arenas and tailor-made training schemes, including the right composition of the groups training together. Conclusion: Training for managing large scale accidents is crucial for saving life, environment and values in the demanding polar context. Tailor-made computer assisted exercises with simulators and active use of mentors were found to be an efficient combination for advanced learning to meet a broad range of crises and to collaborate efficiently with both vessel crew and involved companies and agencies.

• Sætren, Gunhild Birgitte; Stenhammer, Hege Christin; Andreassen, Natalia & Borch, Odd Jarl (2021). Computer-assisted management training for professionals in High Arctic SAR -operations. Fulltekst i vitenarkiv Vis sammendrag

  This paper takes as a starting point the competence needs of managers responsible for the complex crisis response operations in a High Arctic setting. We elaborate on the need for competence on multi-organizational cooperation and coordination at tactical and operational management levels in maritime mass rescue operations (MRO). We look into the special context of High Arctic environments with remoteness, cold climate and a vulnerable environment. Even though the risk of severe accidents in this region is low the consequences may be severe with the loss of life and health when large vessels with a lot of passengers and crew are involved. In this paper we focus on the relation between competence needs and adequate training schemes for key personnel responsible for coordinating a mass rescue operation in this environment. We illuminate how simulator training may increase the competence related to the managerial roles and especially the coordination of a large number of units and agencies. We in particular emphasize training for management at tactical level (on-scene coordination) involving both the vessel in distress and samaritan vessels, and operational level coordination involving SAR mission controllers and crises response agencies such as the police. We illuminate the contributions that simulator-based training may have with data from the Exercise Isfjord run annually at NORDLAB for students from Norwegian crisis response agencies. Data from qualitative semi-structured interviews with students, mentors and academic staff revealed the importance of proper preparations of the participant group and the process of building trust among the participants to build a temporary shared situational awareness. Further, increased context-realism and simulator-assisted exercise was found to have a positive effect on the safety training outcome. The simulator created realism and the mentors could add knowledge on the system and best practices. Previous knowledge and trust among the actors were found important as well as adapting the exercise to previous knowledge on both operational context and the emergency response system. This underlines the need for meeting arenas and tailor-made training schemes, including the right composition of the groups training together. The results reveal that simulation-based exercises with high degree of context-reality as well as realism in the sense of human actions and interactions may provide advanced safety training outcomes. This could meet a broad range of crises as it promotes efficient collaboration between the involved parties, including both public and private.

• Lindheim, Catharina; Skogstad, Martin Rasmussen & Sætren, Gunhild Birgitte (2021). Driving Factors for Driving Simulators – A Feasibility Study.
• Rasulo, Stefania; Sætren, Gunhild Birgitte & Van der Meer, Audrey (2021). Development of motion speed perception in children and its effect on road traffic safety: A high-density EEG study.
• Sætren, Gunhild Birgitte; Vaag, Jonas Rennemo & Holmquist, Thor Owe (2021). The use of driving simulator for training learner drivers belonging to a high-risk group. . Vis sammendrag

  Immigrant drivers are considered a high-risk group in traffic, especially drivers from Middle East, and Africa are represented more than other groups in road accident statistics There are several factors why this group are at a higher risk than others. First of all, this group often consist of people with another cultural understanding of risk and road safety and a significant different driver training than the Norwegian driver culture and training. In addition, the language and terminology used in driving is different from what they are familiar with. For this reason, the group is specified in the Norwegian national transport plan (NTP) as a group where research-based measures for increasing safety are in demand. Thus, our research question was: Can driving simulator be a beneficial measure for safety for the high-risk group migration driver trainers? Method: Five interviews with driver instructors who used driving simulators to train migration driver trainers were conducted in addition to observations of teaching situations. Grounded theory was used for analysis. Results: The core category was “The simulator could increase safety training” This was based on the 2 main categories “The simulator is used like a car” and “Re-creating knowledge”. The conclusion was that simulator, in addition to real life training, could be a good tool for teaching immigrants to drive according to Norwegian standards.

• Vaag, Jonas Rennemo & Sætren, Gunhild Birgitte (2021). SUPER USERS AS LEARNING AGENTS IN ORGANIZATION’S ECO-SYSTEM OF LEARNING? Vis sammendrag

  Purpose: Even though there are numerous attempts of clarifying crucial factors for successfully implementing technological changes in organizations, research shows that such processes very often are considered unsuccessful (e.g. Dwivedi et al., 2015). Recruiting and using so-called super users when introducing new technology in organizations, has become a common trend (Sitthidah & St-Mauritz, 2016). However, little is known about the criteria that optimally should ground the specifics for choosing a super user. From a safety aspect, having well founded process on how a super user should teach staff how to use new technology, is of utterly importance, as wrong understanding of how it works could potentially have fatal outcome. Research question: Which criteria should be emphasized when selecting super users? Method: 10 semi-structured interviews were conducted and analyzed using thematic analysis. Results: The results were that criteria for super users should be (1) availability and local knowledge (2) technological skills (3) pedagogical skills), and (4) proactiveness. Conclusion: Based on a safety aspect, recruiting a super user internally would help provide the important understanding of local knowledge. Further, recruiting internal staff would provide learning on an organizational level. This is demonstrated by a model called the organization’s eco-system of learning (Ecso-Learn).

• Stenhammer, Hege Christin & Sætren, Gunhild Birgitte (2021). CHALLENGES OF SAFETY – AND CRISIS MANAGMENET TRAINING DURING COVID19. Vis sammendrag

  Simulation based training is a common way of training for effective learning for high-risk contexts. COVID19 changed large parts of the education and training of safety- and risk management at Nord University in Norway. The training and education have been based on theoretical lectures prior to simulated practical exercises at the university’s emergency preparedness laboratory, NORDLAB. Here, academic staff, mentors, facilitators, and the students cooperated prior to, during and after exercises in order to provide an optimal learning context. However, this cooperation required close contact which suddenly ended when COVID19 hit, due to infection control. This resulted in challenges including how to uphold the learning outcome for based on the theoretical foundation of Kolb’s (2014) experiential learning, which is the foundation NORDLAB is based on, while changing the form of training on a short notice. The learning context was changed to net-based training and exercises using the software zoom, with all participants geographically spread all over Norway. Thus, our research question was: Which challenges in use of simulation and lab exercises in safety management education during COVID19 are central, and how could they be solved? The challenges identified were 1) student’s lack of ability to actively participate 2) mentors’ lack of technological flexibility 3) inability to share the lab’s simulation technology with zoom 4) novice students difficulties of forming and interacting in digital teams 5) zoom fatigue 6) the need for increased administrative and technological support 7) low body language feedback 8) lack of visualization of injects. Solving the challenges were defiant and elements we used in this case were 1) on-boarding 2) table top exercises 3) video recorded lectures 4) flipped classroom 5) gaming simulated exercises 6) podcasts 7) shorter training sessions We would like to discuss how and if the solutions matched the challenges for safety training in regard to the expected learning outcome for students who were to enter practical emergency preparedness and safety management.

• Sætren, Gunhild Birgitte (2021). Hvordan forstår barn trafikk?
• Sætren, Gunhild Birgitte; Vaag, Jonas Rennemo & Holmquist, Thor Owe (2021). Driver training using driving simulator for immigrants to learn how to drive Norwegian style. Vis sammendrag

  Outside the major cities, Norway is characterized by sparsely population and long distances to commercial and public services. Mobility is therefore an important factor in the integration process for immigrants. As part of the integration policy, driving a car and being able to get around in the community, is of importance. However, immigrated men from Middle East and Africa are overrepresented in the road accident statistics. In order to prevent this, learning the Norwegian way of driving is important. In cooperation with the adult learning for immigrants office, Nord University organized a project where final-year driving teacher students provided virtual simulated learning for immigrants considered at risk. In this article, we explore what this form of simulated training provide to the participants of the project. Method: Due to the explorative nature of this topic, qualitative approach was chosen and five individual interviews with driver instructor students were conducted. Additional five interviews are planned conducted in February. Thematic analysis is used for analysis. Preliminary results: The main preliminary category is “The simulator could increase safety training”. The preliminary sub-categories were: “integrating theory and praxis”, “pedagogy like in a car”, “learning specific terminology”, “self-insight and risk perception”. The findings indicate that the simulator seem to be well-suited for integrating theory and praxis of learning context specific skills in a safe environment. The preliminary conclusion is that the use of a simulator in migration driver training could be used to increase safety during driver training and give the migration learner driver an in-depth understanding of how to drive safely in a Norwegian context. This should be further investigated using prospective designs.

• Sætren, Gunhild Birgitte (2021). Ny forskning i Stjørdal: Her blir ferske sjåfører tryggere bak rattet. [Internett]. Stjørdalens Blad.
• Sætren, Gunhild Birgitte (2021). Her blir ferske sjåfører tryggere bak rattet. [Avis]. Stjørdalens Blad.
• Sætren, Gunhild Birgitte & Wigum, Jan Petter (2021). Youtube: Er motorsykkelopplæring førerprøverettet? Og hva er i så fall feil med det? Vis sammendrag

  Vi har forsket på hvordan vi kan få ned det høye antallet ulykker for motorsyklister i Norge ved å se på opplæringen og om den er førerprøverettet eller etter intensjonene i læreplanen. Her kan du høre litt om våre vurderinger og hvordan opplæringen i Norge potensielt kan bedres.

• Sætren, Gunhild Birgitte & Wigum, Jan Petter (2021). Podcast: Motorsykkel - er opplæring og testing god nok? Vis sammendrag

  Vi har forsket på hvordan vi kan få ned det høye antallet ulykker for motorsyklister i Norge ved å se på opplæringen. Her kan du høre litt om våre vurderinger og hvordan opplæringen i Norge potensielt kan bedres.

• Sætren, Gunhild Birgitte & Wigum, Jan Petter (2021). YouTube: Er mopedopplæringen i Norge trygg nok? Vis sammendrag

  Vi diskuterer hvordan vi kan få ned det høye antallet ulykker med endringer i opplæring.Ekspert på mopedopplæring, Jan Petter Wigum, og jeg (Gunhild Sætren) tar en prat om forskningen vår på sikkerhet og mopedopplæring. Er den god nok, eller kan den forberedes? Og hva menes med kursrelatert opplæring, og hvorfor er ikke det heldig?

• Sætren, Gunhild Birgitte & Wigum, Jan Petter (2021). Podcast: Mopedopplæring - er den trygg nok? Vis sammendrag

  Ekspert på mopedopplæring, Jan Petter Wigum, og jeg (Gunhild Sætren) tar en prat om forskningen vår på sikkerhet og mopedopplæring. Er den god nok, eller kan den forberedes? Vi diskuterer hvordan vi kan få ned det høye antallet ulykker med endringer i opplæring.

• Sætren, Gunhild Birgitte (2021). Opplæring i simulator gjør nye førere bedre. [Avis]. Trønder Avisa.
• Sætren, Gunhild Birgitte (2021). Øvelseskjøring i simulator i kombinasjon med vanlig kjøring kan gi en bedre og tryggere opplæring. [Internett]. Nord.no. Vis sammendrag

  Bruk av simulator i trafikkopplæringen er det forsket lite på i Norge. Nå har forskere testet teknologien. – Dette er den første store studien om bruk av simulator for de som skal lære å kjøre bil her i landet, opplyser førsteamanunesis Gunhild B. Sætren ved Nord universitet.

• Sætren, Gunhild Birgitte (2021). Etter fire års forskning på bruk av simulator er konklusjonen klar. [Internett]. Trønder Avisa. Vis sammendrag

  Har forsket på kjøretrening i simulator: Gir bedre trafikkopplæring Veldig få trafikkskoler bruker det, men nå har forskere ved Nord universitet i Stjørdal slått fast at bruk av kjøresimulator bidrar til en bedre og tryggere opplæring for nye sjåfører. - En av hovedkonklusjonene våre er at bruk av simulator som et pedagogisk verktøy i trafikkopplæringen er et nyttig supplement til vanlig bil, sier Gunhild B. Sætren, som er førsteamanuensis ved Nord universitet.

• Sætren, Gunhild Birgitte (2021). Bilkjøring i simulator gir bedre trafikkopplæring. [Internett]. Forskning.no. Vis sammendrag

  Øvelseskjøring i simulator i kombinasjon med vanlig kjøring kan gi bedre og tryggere opplæring.

• Sætren, Gunhild Birgitte & Vaag, Jonas Rennemo (2020). En podcast om Bruk av simulering i trafikkopplæring. Vis sammendrag

  Ved NordLab brukes simulator. Simulatorbruk i opplæring har Jonas Vaag og jeg med flere forsket på. Her har vi snakket inn en opplysende podcast om pedagogiske teorier og nyttig bruk av simulator generelt, og mer spesifikt innen trafikklærerutdanning.

• Sætren, Gunhild Birgitte & Vaag, Jonas Rennemo (2020). En podcast om menneskelige feil: "Ikke rør sagen" en episode fra NordLabs egen podcast; "Når det Brenn under luggan".
• Sætren, Gunhild Birgitte (2020). En podcast om Simulatorbruk i trafikkopplæring - hva vet vi så langt om forskningen fra SitT-prosjektet.
• Sætren, Gunhild Birgitte & Danielsen, Brit-Eli (2020). Sensemaking i maritime operasjoner. En podcast som oppsummerer forelesning om human factors i maritim industri.
• Sætren, Gunhild Birgitte (2020). Trygg til Skolen i Stjørdal - en film som reflekterer rundt sykling til skolen og trafikksikkerhet.
• Sætren, Gunhild Birgitte (2020). Trygg Til Skolen i Stjørdal - Fosslia Barneskole (En podcast som reflekterer om sykling til skolen og trafikksikkerhet).
• Sætren, Gunhild Birgitte (2020). En film om; Kvalitet i kvalitativ forskning - Validitet.
• Sætren, Gunhild Birgitte (2020). En podcast om; Kvalitet i kvalitativ forskning - Validitet.
• Sætren, Gunhild Birgitte (2020). Forskningsfrokost - Hvor gode er digitale læringsverktøy?
• Sætren, Gunhild Birgitte & Vaag, Jonas Rennemo (2020). "Når det brenn under luggan" Episode 3. Vi snakker om hvordan vi kan unngå at mennesker gjør feil som kan føre til fiasko. Hjelper det for eksempel om teknologien tar over? Vis sammendrag

  "Når det brenn under luggan" En podcast i 4 episoder i forbindelse med årets Forskningsdagene som i år har tema: "Hjernen". I denne episoden diskuterer vi hvilke barrierer som kan være nyttige og hvilke som ikke er nyttige for å unngå at menneskelige feil kan føre til uønskede hendelser. I mange områder har teknologi tatt over mye, men hvordan samhandler menneske med teknologien i høyrisikobransjer, og hvordan påvirker teknologien hjernen vår? Hjelper det at teknologien tar over?

• Vaag, Jonas Rennemo; Sætren, Gunhild Birgitte & Borch, Odd Jarl (2020). "Når det brenn under luggan" Episode 2. Hvem er de gode hjelperne i en krisesituasjon? Hvilke typer menneskelige feil gjør vi når krisen inntreffer? Vis sammendrag

  "Når det brenn under luggan" En podcast i 4 episoder i forbindelse med årets Forskningsdagene som i år har tema: "Hjernen". I episode 2 snakker vi om de gode hjelperne under en krisesituasjon og om menneskelige feil. Hvilke feil gjør vi egentlig og hvorfor, når krisen inntreffer? Hva skjer i hjernen da?

• Sætren, Gunhild Birgitte & Vaag, Jonas Rennemo (2020). "Når det brenn under luggan" episode 1. Hvordan kan en bedrift jobbe med sikkerhetsledelse og menneskene i bedriften for å unngå ulykker. Vis sammendrag

  Når det brenn under luggan. En podcast i 4 episoder i forbindelse med årets Forskningsdagene med tema "Hjernen". Hva skjer i hjernen i krisesituasjoner? Her i episode 1 diskuterer vi hvordan vi kan jobbe med å unngå kriser og ulykker.

• Sætren, Gunhild Birgitte; Rasulo, Stefania & Van der Meer, Audrey (2020). Barneskolebarns hjerne har ikke utviklet en god forståelse for fart. Adresseavisen. ISSN 0805-3804.
• Sætren, Gunhild Birgitte; Van der Meer, Audrey & Rasulo, Stefania (2020). Forskning: Ikke lurt å la 6-åringer sykle alene til skolen. [Internett]. Rana.no.
• Van der Meer, Audrey; Rasulo, Stefania & Sætren, Gunhild Birgitte (2020). Barn feilberegner fart i trafikken. [Internett]. aftenposten.no.
• Van der Meer, Audrey; Rasulo, Stefania & Sætren, Gunhild Birgitte (2020). Barn feilberegner fart i trafikken. [Avis]. Aftenposten.
• Van der Meer, Audrey & Sætren, Gunhild Birgitte (2020). Ny forskning: - Ikke lurt å la 6-åringene sykle til skolen. [Avis]. Stjørdalens Blad.
• Sætren, Gunhild Birgitte (2020). Ny forskning: – Ikke lurt å la 6-åringene sykle til skolen. [Avis]. Stjørdalens Blad.
• Van der Meer, Audrey & Sætren, Gunhild Birgitte (2020). Unik hjerneforskning retta mot trafikksikkerheit for barn. [Internett]. nord.no.
• Sætren, Gunhild Birgitte (2020). Simulatorbasert trening for trafikkopplæring - vår forskning til nå.
• Sætren, Gunhild Birgitte; Van der Meer, Audrey & Rasulo, Stefania (2020). Nye funn om barns forståelse av hastighet: -Overraskende. [Avis]. Trønder Avisa.
• Sætren, Gunhild Birgitte; Lindheim, Catharina; Skogstad, Martin Rasmussen; Pedersen, Pål Andreas; Robertsen, Rolf & Lødemel, Ståle [Vis alle 7 forfattere av denne artikkelen] (2019). Simulator versus traditional training: A comparative study of night driving training.
• Sætren, Gunhild Birgitte; Blackett, Claire; Wigum, Jan Petter & Eriksson, Alexander Olof (2019). Benefits of using driving simulators when training for automation.
• Sætren, Gunhild Birgitte & Lindheim, Catharina (2018). Simulatortrening i Trafikkopplæring.
• Sætren, Gunhild Birgitte; Robertsen, Rolf; Wigum, Jan Petter & Bogfjellmo, Petter Helmersen (2017). Future challenges in driver instructor education With increased automation in cars. Vis sammendrag

  The last years we have seen an increase in automation in cars. These driver support systems are designed to prevent human error (Reason, 1990) from devastating consequences, and are probably an accomplice factor in the decrease of road deaths in the EU (ETSC, 2016). However, the development seem to support a further increase of more automation in cars, and the main objective here is thus to explore challenges this could provide the driver instructor education in Norway. First of all, the requirements in cars used for driver learning includes only basic equipment for cars. Thus, in order to learn how to drive a car today, there are no requirement that there for instance is a touchscreen in the car even though so to say all cars made today include a touchscreen for the driver to handle. We argue that this is an important element to reflect upon as a touchscreen will most likely make the driver take the eyes off the road while driving, which could be argued not to be in accordance to human factors engineering in car design (Wickens et al., 2004), as it consequently moves attention from the driving ativity. Second, cars will have a large variety of degrees of automation and driver support systems, because cars only a few years back had less such technology included. This results in a motor vehicle population with large varieties in regard to degree of automation and driver support technology. In this regard, we would like to discuss some issues such as which degree of automation would be optimal for the driver learner to learn how to drive with. Should the driver learners thus learn how to drive a more basic car or a car with the most standard automated equipment? Or, should the driver learner know how to handle a car with the most updated technology? This could be depending on which car the person is most likely to drive when completed the course, but that can be hard to predict and a factor that could be hard to generalize. Another factor could be to evaluate different situations’ learning outcome in regard of which degree of technology would give the best learning outcome. Some situations might have more optimal learning outcome when using an updated vehicle, and some might be better taught with more basic systems. A challenge though, might be that the driver schools might not find it beneficial to have different cars for different situation. Additionally, a second issue is related to which kind of software should the driver learner use in a learning situation? Most car models have different software systems such as for instance different software for usage of the touchscreen. A third issue we see a need to reflect upon in this matter, is how the technology development could affect the testing of driver skills. What kind of skills are optimal for drivers in regard of technology updates? Are basic skills for instance without ABS breaks necessary to know and test? Which other driver support systems should be taught and skill tested? What factors should be taken in consideration when deciding such optimal skill level for the driver? We argue the need for an assessment on what competence level and skills are needed for driver instructors to have on automation in cars. Further, we argue the need for assessing on how technological development should be taught optimal to the driver learners on how to use and keep updated on the new technology when they become licensed drivers. References: ETSC (2016) European Transport Safety Council http://etsc.eu/20-june-2016-road-safety-performance-index-pin-conference/ Reason, J. (1990). Human error. Cambridge: Cambridge University Press. Wickens et al. (2004). An introduction to human factors engineering. London: Prentice Hall

• Sætren, Gunhild Birgitte; Lindheim, Catharina; Rasmussen, Martin; Haavik, Torgeir Kolstø; Pedersen, Pål Andreas & Robertsen, Rolf [Vis alle 7 forfattere av denne artikkelen] (2017). Simulatortrening i trafikkopplæring.
• Sætren, Gunhild Birgitte (2017). Do change management theories provide safety in organizational changes in high-risk industries? How do change management theories mismatch safety theories?
• Sætren, Gunhild Birgitte (2017). Simulatortrening i trafikkopplæring.
• Ernstsen, Jørgen; Aulie, Eir G; Sætren, Gunhild Birgitte; Stenhammer, Hege Christin & Phillips, Ross Owen (2021). Et menneskesentrert perspektiv på kognitiv teknologi i petroleumsindustrien. Hovedrapport ST-16407-2. Safetec.
• Holmquist, Thor Owe; Birkeland, Toril Fagerli & Sætren, Gunhild Birgitte (2020). Veiledning til bruk av kjøresimulator i trafikklærerutdanningen. Nord Open. ISSN 978-82-7456-834-1.

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