Strategies for supporting the mental health of students exposed to simulated learning activities: a systematic and immersive review

Abstract

The field of addictions and mental health is growing in Canada due to various factors, including the high prevalence of mental health disorders and addiction, the increasing awareness and recognition of the toxic drug crisis, and the rising demand for mental health services as evidenced by lengthy wait times and shortage of accessible and affordable health care professionals. As such, there is an urgent need to prepare future practitioners with the necessary skills and knowledge to address the imminent challenges and escalating changes within the field of addictions and mental health. This research paper investigates the strategies essential for supporting the mental health of students engaged in simulated learning activities within post-secondary addictions and mental health programs. Given the importance of bridging theoretical knowledge with real-world applications within this particular field of study, simulated learning activities can serve as crucial components of contemporary education. This paper employs a systematic integrative literature review methodology to answer the research question: What strategies are needed to support the mental health of students exposed to simulated learning activities in post secondary addictions and mental health programs? A total of 26 articles were identified and reviewed for this analysis. Nine themes were identified in the literature across three distinct stages of simulation design: development, integration, and facilitation.