The effects of mindfulness on health profession students' simulation training outcomes: An integrative review

Health profession students (HPSs) continuously experience psychological issues which can exacerbate cognitive errors and harm emotional well-being. The Healthcare simulation environment is stressful and overwhelming in nature and may impair learning outcomes. Therefore, integrating psychological interventions into simulation based learning (SBL) instructional design may alleviate students' psychological distress and improve their learning outcomes. Objectives: to examine the effects of mindfulness on health professions students' SBL outcomes. Design: a literature review, based on Whittemore and Knafl's (2005) updated methodology was used in this study. Data sources: We investigated PubMed, ERIC, ScienceDirect, and Google Scholar to find papers addressing the effects of mindfulness on health professions students' SBL outcomes. We targeted Results: This integrative review suggests that although mindfulness improves SBL outcomes, HPSs still struggle to transfer mindfulness benefits to real clinical practice. Conclusion: research on mindfulness in healthcare SBL is in its infancy, thus, further research is needed to prove mindfulness effects on HPSs' SBL outcomes.