While an issue historically, there is an increasing incidence of mental health, anxiety, emotional regulation, resiliency, and decision-making in current cohorts. I know many programs will argue that they already cover self-care but I would urge those programs to reflect on how it is being covered. I find that many do mention it, perhaps even multiple times for "reinforcement" of the concept. But, what is being done or taught? Is is simply defining burnout and related terms? Is it having students list self-care activities or promise they're going to incorporate more of them? What is this really providing the student? Self-care is far more than a face mask and a bath. It requires the ability to identify emotions so we can accurately acknowledge, address, and regulate them so we can then make decisions. Far too often we fail to teach tangible skills with which a student can truly engage in self-care and resiliency. 

Last year I collaborated with a campus mental health professional to include wellness sessions in a course that is required for students on delayed progression. Topics covered include mindfulness (focusing on emotion regulation and decision-making), relationships (how to say no and ask for what you need), radical acceptance, and responding to emotional distress. These sessions give students tools to truly engage in their own well-being and actively change their self-care related behaviors. We've submitted a 2-credit course for approval to offer as an elective for freshmen and sophomores with the thought that empowering them early in the program will improve retention. 

In an ideal world, this would be mandatory for every student. I know the pushback is often that we already have "too much content" to cover and that anything "non-critical" must be trimmed. I absolutely appreciate and understand that concern. However, "critical" content seems to be definite as "content the NCLEX will test on". If we are educating students for more than just passing a standardized test, then I'd argue that there is "critical content" we are missing. What's the point of students passing the NCLEX if they are leaving the profession within five years due to burnout?