Table 4 List of conceptual buckets and source

PPI– integrated external training programme

Integrating an already existing programme into curricula provides curriculum designers with mental health education programmes that are already evidence based and reduces labour of designing a programme from scratch. These programmes when integrated as they are, improve students’ mental health literacy, provide some students with increased positive attitudes and support students with developing confidence in mental health skillsets– however many students self-report increases in confidence but when behaviours are assessed, the increase in confidence does not translate into essential mental health communication skills. Those with previous personal experiences appear to be more motivated and engaged with the training. These training programmes can be adapted to the health profession students utilising common education approaches such as simulation, to greater integrate essential role knowledge and enhance outcomes.

(47–68)

PPI– patient educator

Students regard patient speakers highly. When students have the opportunity to listen to a patient speaker tell their story, and this presentation is adapted to the students future role identity, this provides students with opportunities to consider their own attitudes, reflect on the importance of compassionate patient centred care for their future practice, and this supports students to integrate more positive attitudes and recovery focused, non-paternalistic approach towards people with mental illness, and develop a willingness, confidence and comfort in supporting these patients. This can be provided as a video testimony or as an in person didactic lecture.

(64–66, 69–78)

PPI– mental health skills assessed via simulation

When simulation is utilised as a learning strategy and is a core component with lived experience simulated patients or actors, students can practice mental health competencies in a realistic and risk-free environment. This provides students with opportunities to practice utilising core communication frameworks, engage with lived experienced simulated patients or actors. This is authentic for students, allows them to practice challenging encounters, develop their professional role identity in mental health and show their mental health literacy skills. This results in improvements in empathy, confidence, whilst also helping to develop adaptable and collaborative health professionals. Continued opportunities to practice these skills will support long lasting improvements in confidence.

(49, 61, 75, 78–87)

Creative approaches to mental health education

Creative approaches such as the use of film, simulated games, artwork and books can support students across stages. Utilising creative approaches within a curriculum can augment the learning from traditional approaches and develop student awareness of the holistic nature of different mental health conditions, such as barriers to care, impact on family members and helps evoke more emotional responses in students which can help de-stigmatise mental health difficulties.

(64, 73, 88–94)

Case based learning

Case based learning is a useful teaching strategy to introduce mental health topics, build upon previous knowledge and ensure that students are familiar and confident with the basic knowledge and test their ability to incorporate this knowledge into more complex scenarios. It can be utilised at any stage in the curricula and also within interprofessional learning to promote collaborative skills among students. CBL gives students the opportunity to develop their role identity in mental health, develop problem solving skills with others and enhance their competencies in mental health.

(66, 71, 75, 92, 95–98)

Experiential– engaging with communities

Students who have the opportunity to engage with people with mental health challenges outside of the context of educational and clinical spaces are enabled to collaborate and support people in a recovery focused approach, and reframe the hierarchy of patient vs. health professional/student. When students are given the opportunity to have repeated contact with this population, and this contact is supported by the college/institution, this can support the sustainability of external relationships with community organisations and healthcare providers which can augment the learning goals of the health profession curricula. This results in students increased problem solving skills, developing a contextual mental health literacy, developing their confidence, and developing pro-active and adaptable health profession students in the area of mental health practice.

(42, 68, 94, 97, 99–108)

Experiential– traditional clinical placements

Experience during the curricula within an acute clinical environment, as either an elective or core component of a curriculum can support students at a more senior level to be exposed to more acute presentations of mental illness. However, it is most effective when there are multiple opportunities across a curricula to engage with this patient population, across a variety of clinical settings, due to inconsistencies of exposure within some clinical environments and importance of meeting patients at different stages of recovery to prevent the development of therapeutic pessimism. When students get this diverse exposure, it allows them to develop an understanding of their role in mental health and build upon this literacy and skills throughout the curricula. This could positively impact future patient care through the scaffolding of skills throughout the undergraduate curriculum.

(70, 87, 95, 109–113)