The Nursing Voice - March 2021


The Nursing Voice March 2021 Page 1

The Official Publication of the Illinois Nurses Foundation

Quarterly publication direct mailed to approximately 4,500 RNs and

electronically via email to 90,000+ RNs in Illinois.


ANA-Illinois Announces Student Nurse Political

Action Day 2021: Connect, Grow, Energize

The American Nurses Association - Illinois (ANA-

Illinois) is proud to announce that registration is open for

“Student Nurse Political Action Day 2021: Connect, Grow,

Energize,” to be held on April 13, 2021, virtually.

Each year, Student Nurse Political Action Day brings

together hundreds of nursing students from across the

state in Illinois’ capitol for a day of learning, networking

and advocacy. Most recently, the event drew 1004

student nurses from 37 Illinois colleges/schools of


The health and safety of Student Nurse Political Action

Day attendees are always of utmost importance. In light

of the COVID-19 pandemic, the ANA-Illinois reimagined

this year’s event, and is pleased to present #SNPAD2021

as a one-of-a-kind, virtual experience—at no cost to


Our 2021 event will:

● feature an exceptional keynote speaker who will

inspire and provide concrete lessons on how to

weave inclusive thinking into one’s daily life.

● spark discussion, encourage learning, and foster


● deliver relevant and timely content for the current

state of nursing in Illinois.

● energize and fuel the growth of future nurse leaders!

The virtual event is completely free to attend, and

open to student nurses of all ages. Topics will include

public health, school nursing, diversity and inclusion, and

legislative issues facing the nursing profession.

For more information or to register visit http://bit.


NURSES! Please Tell Us Your COVID-19 Story

Your nursing experiences with the COVID-19 pandemic

demonstrate the nursing profession at its best. Your stories

are of great interest to fellow nurses, as well as to the general


Have you worked with COVID-19 patients on an acute

inpatient unit? What has the experience been like for you,

your colleagues, and your patients? Do you have a memory of

a particular patient (no names to maintain HIPAA)? Can you

relay a particularly stressful event that impacted your staff


Do you work in a community health or a primary care

setting? Can you relate the impact of the epidemic on persons

from underserved populations? Were you able to teach

individuals ways to protect themselves from the Coronavirus?

How has the virus affected you and the communities that you


How has the COVID-19 pandemic affected your practice of

nursing? What measures have you taken to protect yourself,

your family members, and your patients? What new skills or

nursing knowledge have you acquired from the pandemic

experience? What experiences have you had with distance

learning, virtual clinical settings for nursing students, ZOOM

meetings, social media, homeschooling, or other adaptive


How has the COVID pandemic affected your personal life?

Have you been furloughed, laid off from work, or moved to

a different practice setting? What coping techniques have

you used to deal with the stress generated by the pandemic?

How have you and your family members coped with the self-

NURSES! Please Tell Us Your COVID-19 Story continued on page 3


current resident or

Non-Profit Org.

U.S. Postage Paid

Princeton, MN

Permit No. 14

INF President’s Message.............. 2

ANA-Illinois President's Message. . . . . . .3

40 Under 40 Accepting Nominations. . 4

Ethics in Action...................... 5

Fostering Student Success and

Addressing Disparities in an Online

Learning Environment................ 6

"No Visitor" Policy in Health Care

Facilities. ........................... 7

Impact of Crystal Healing on Maternal

Grief................................ 8

Nursing Leadership in Light of the

Unknown........................... 10

IDFPR Online Resources..............12

Thank you for your Support...........13

Nurses' Day at the Capitol. ...........13

Practice Corner..................... 14

INF & Nurses PAC Donor Forms .......15

Page 2 March 2021 The Nursing Voice


The Nursing


Cheryl Anema Ph.D., RN

In 2021 we continue to deal

with the ongoing pandemic with

COVID-19. We continue to make

progress and learn more about

the virus, possible side effects,

short- and long-term impact,

and now the new vaccines. It

will take a while before the

world catches up with the virus.

We are learning how to manage

in a world of change, new

adventures, new practices, even

new ways of learning.

Cheryl Anema


These changes affect not only direct patient care and

nursing practice but also nursing education. "Nursing

education will continue to engage in active learning

strategies that integrate technology through simulation,

both live and virtual. Classrooms will embrace both

face-to-face and virtual learning, as well as engage with

applications for health promotion that facilitate learning

with students and patients, like telemedicine" (Kelbach,

2021, para. 12). Although simulation in nursing education

is a proven pedagogy, with the Next Generation of

NCLEX and testing critical thinking through case studies,

the National Council of State Boards of Nursing (NCSBN)

hopes to address some of these concerns.

The INF is committed to funding scholarly initiatives

that promote people's health and the development of

the nursing profession. Now, more than ever, we need to

identify the needs of the people and the profession. We

need to develop support for furthering the public and

professional education surrounding COVID-19, variant

viruses, and vaccines. More research is needed around

such things as PE use or availability, donor plasma, and

the long-term effects on mental health of those caring

for those with COVID-19, as well as those that contracted

the virus. We are only in the infancy of understanding this


Pivoting through ever-changing policies and standards

of care is the new norm. This has added a new level of

stress to our healthcare providers, especially those nurses

working at the bedside. How do we prepare our nursing

students to handle these situations we have never had

At Clinton Manor we understand that our team

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team member contributes a unique set of skills,

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We are now hiring:

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Clinton Manor Living Center is a top rated nursing

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to deal with before now? Do we do enough for the selfcare

of our caregivers – nurses? I challenge some of our

nurse researchers to look at some of these unknowns and

begin the process of understanding through research. Is

there a better way to prepare our new graduate nurses

for patient care when currently, most of their experiences

have been moved to simulation? Is simulation the


I have to be honest in that I have some fear for

the new graduates. I currently teach NCLEX review

for graduating seniors in nursing schools around the

country. I have heard on multiple occasions, "how would

I know that? I have never been to a hospital?" Due

to COVID restrictions for clinical sites, some students

are graduating today, with little to no hospital clinical

experience. This may be the answer, but are the hospital

sites ready to educate and orient these new graduates?

These are just some thoughts I have had over the past

months. As nursing professionals, it is our responsibility

to ensure our patients are receiving the best care

possible. It is through education and research that this

care is developed. The Illinois Nurses Foundation (INF)

needs your help to help the people of Illinois and the

nursing profession.

The INF is currently collecting "YOUR" stories of

COVID-19. We want to hear how it has impacted you, your

family, loved ones, and your professional practice. We

intend to pull the stories together and create a book to

be released later this year. All proceeds from the sales will

be donated to the INF. Submit your story today to susan@

It is not too late to order your Illinois "Nursing" License

Plate through the Secretary of State. When you chose

your license plate, look for the specialty nursing plate. For

every nursing specialty plate ordered, the State of Illinois

will send $20 to the INF. The INF Board of Directors has

earmarked this money to build our Grant and Scholarship


Remember, your donations to the INF are needed on

an ongoing basis to meet our goals and support our vision

and mission of transforming healthcare through the

power of nursing in Illinois. Donating even $10 a month

can go a long way. If you feel you can afford $10/month to

support nursing advancement, please go to https://www. today and sign up with your

credit card or bank to be a monthly donor. Thank you in

advance for your support!

Kelbach, J. (2021, January 10). 25 nursing school leaders tell

nursing students what to expect in 2021. RegisteredNursing.

org. can point you

right to that perfect NURSING JOB!

Free to Nurses

Privacy Assured

Easy to Use

E-mailed Job Leads

INF Board of Directors


Cheryl Anema PhD, RN ..........................President

Brandon Hauer MSN, RN ....................Vice President

Cathy Neuman MSN, RN .........................Secretary

Karen Egenes EdD, RN ...........................Treasurer


Maureen Shekleton PhD, RN, DPNAP, FAAN

Alma Labunski PhD, MS, RN

Linda Olson PhD, RN, NEA-BC

Amanda Buechel, BSN, RN, CCRN

Lauren Wojtkowski BSN, RN, CEN

ANA-Illinois Board Rep

Stephanie Yohannan, DNP, MBA, RN, NE-BC

Colleen Morley DNP, RN, CCM, CMAC, CMCN, ACM-RN

Susana Gonzalez MHA, MSN, RN, CNML

ANA-Illinois Board of Directors


Elizabeth Aquino, PhD, RN .......................President

Monique Reed, PhD, MS, RN ..................Vice President

Jeannine Haberman DNP MBA, RN, CNE ...........Treasurer

Colleen Morley, MSN, RN, CMCN, ACM ............Secretary


Holly Farley, EdD, MS, RN

Susana Gonzalez, MHA, MSN, RN, CNML

Nicole Lewis, DNP, APRN, FNP-BC

Stephanie Yohannan, DNP, MBA, RN, NE-BC

Zeh Wellington, DNP (c), MSN, RN, NE-BC

Editorial Committee

Editor Emeritus

Alma Labunski, PhD, MS, RN

Chief Editor

Lisa Anderson-Shaw, DrPH, MA, MSN


Cheryl Anema PhD, RN

Deborah S. Adelman, PhD, RN, NE-BC

Linda Anders, MBA, MSN, RN

Kathryn Booth, MSN, RN, CNL

Nancy Brent, RN, MS, JD

Irene McCarron, MSN, RN, NPD-BC

Linda Olson, PhD, RN, NEA-BC

Lanette Stuckey, PhD, MSN, RN, CNE, CMSRN, CNEcl, NEA-BC

Executive Director

Susan Y. Swart, EdD, MS, RN, CAE

ANA-Illinois/Illinois Nurses Foundation

Article Submission

• Subject to editing by the INF Executive Director & Editorial


• Electronic submissions ONLY as an attachment (word

document preferred)

• Email:

• Subject Line: Nursing Voice Submission: Name of the article

• Must include the name of the author and a title.

• INF reserves the right to pull or edit any article / news

submission for space and availability and/or deadlines

• If requested, notification will be given to authors once the

final draft of the Nursing Voice has been submitted.

• INF does not accept monetary payment for articles.

Article submissions, deadline information and all other

inquiries regarding the Nursing Voice please email:

Article Submission Dates (submissions by end of the business day)

January 15th, April 15th, July 15th, October 15th

Advertising: for advertising rates and information please contact

Arthur L. Davis Publishing Agency, Inc., P.O. Box 216, Cedar Falls,

Iowa 50613 (800-626-4081), ANA-Illinois and

the Arthur L. Davis Publishing Agency, Inc. reserve the right to

reject any advertisement. Responsibility for errors in advertising

is limited to corrections in the next issue or refund of price of


Acceptance of advertising does not imply endorsement or

approval by the ANA-Illinois and Illinois Nurses Foundation

of products advertised, the advertisers, or the claims made.

Rejection of an advertisement does not imply a product offered

for advertising is without merit, or that the manufacturer lacks

integrity, or that this association disapproves of the product or

its use. ANA-Illinois and the Arthur L. Davis Publishing Agency,

Inc. shall not be held liable for any consequences resulting from

purchase or use of an advertiser’s product. Articles appearing in

this publication express the opinions of the authors; they do not

necessarily reflect views of the staff, board, or membership of

ANA-Illinois or those of the national or local associations.

The Nursing Voice March 2021 Page 3


Dear Illinois Nurse Colleagues,

First and foremost, I hope

you are doing well and finding

effective strategies for selfcare.

As we move into 2021

with optimism and hope that

a new administration and

COVID-19 vaccines will move

us in a positive direction, let

us also celebrate the annual

Gallup Poll recognition naming

nursing as the most trusted

profession 19 years in a row! Liz Aquino, PhD, RN

Congratulations on a continued

and well-deserved honor!

Due to the pandemic, how ANA-Illinois has

traditionally connected with members across the state

has had to change, and we will continue to host our

upcoming events virtually. Our goal is to create virtual

events that are engaging while informative. Information

and registration for all forthcoming events and webinars

can be found at

I will highlight a few exciting upcoming virtual events

that also offer nursing continuing education contact

hours. Nurse educators…please promote Student Nurse

Political Action Day with your students on April 13th. It’s

an event that helps nursing students understand critical

topics and legislative issues impacting healthcare and the

nursing profession. The next day, April 14th, is Nurses

Day at the Capitol. Previously known as Nurse Lobby

Day, this event has been newly branded as a collaborative

event with the Illinois Society for Advanced Practice

Nursing. Although we won't be traveling to Springfield

together, you will learn about opportunities to continue

to advocate for nursing and healthcare issues. To stay

informed on current advocacy efforts, sign-up as an

Advocate on the ANA-Illinois Advocacy Portal to receive

email updates.

Sharing your personal first-hand experiences and

perspectives is valuable to helping direct and advance

ANA-Illinois's work; we want to hear your voice. Reach

out if you have ideas, questions, concerns, or need

additional support. We appreciate all that you do for your

patients, your community, and the nursing profession.

Sending thoughts of good health and peace; and

looking forward to the day when we can safely gather

together again.


Elizabeth Aquino, PhD, RN

President, ANA-Illinois


NURSES! Please Tell Us Your COVID-19 Story continued

from page 1

quarantine experience? Have you experienced losses

related to the pandemic, such as the death or illness of

a significant other or colleague? Have you been forced

to cancel a significant event, like a wedding, graduation,

or even a funeral? Have you contracted COVID-19; what

was the experience like for you? What are your fears and

hopes for the future?

The Illinois Nurses Foundation (INF) would like to

gather your stories for publication. By submitting your

stories to us, you grant the INF permission to publish

them. Please indicate your consent for us to publish your

name or indicate that you would prefer that your story

be published anonymously. Institution names will not be


Please submit your story (or stories as an attachment

to an email) at: Please include

your name, daytime telephone number, email address,

mailing address. If you have photos to accompany your

story, please send them by email in the JPEG format.

We are living what has become a significant event

in the history of nursing. Your personal stories will

document the contributions of nurses during this time.

We look forward to hearing from you!


Page 4 March 2021 The Nursing Voice

The Association for Nursing Professional Development (ANPD) will hold its annual

convention on August 3-6, 2021, which will be presented in-person and online.

Access cutting-edge nursing professional development (NPD) education with peers

by attending Aspire to Inclusivity, the 2021 ANPD Annual Convention and earn up to

65.5 contact hours! This year, choose to attend in-person in Chicago, Illinois or online.

For registration and more information, please contact the ANPD National Office at

312.321.5135 or Hotel and Travel, and Health and Safety Information

can be found at

See you there!!!

Visit today!

Search job listings

in all 50 states, and filter by

location and credentials.

Browse our online database

of articles and content.

Find events

for nursing professionals in your area.

Your always-on resource for

nursing jobs, research, and events.


Practice, Education and Administration

Please take a moment today to nominate a nurse deserving of recognition for the

work they do.

The Illinois Nurses Foundation is accepting nominations for the 7th Annual 40 Under

40 Emerging Nurse Leader Awards. The awards will recognize 40 Illinois RNs younger

than 40 who positively represent their profession by participating in the community as

well as professional organizations. Nominations are due April 15, 2021.

Winners will be chosen by their peers based on the following criterion: positively

represent the nursing profession by actively participating in the community and/or a

professional organization.

The award is designed to recognize nurses in Illinois who demonstrate exemplary

professional practice along with community engagement and/or advocacy on behalf of

the profession and those we serve.

Awards will be presented on September 23, 2021.

Nominate someone today -

The Nursing Voice March 2021 Page 5




Linda L. Olson, PhD, RN, NEA-BC, FAAN

This is the second article in a new series, Ethics in

Action, that is related to ethical issues in healthcare and

in our workplace environment. Over the next several

issues of The Nursing Voice, we will be reviewing the

American Nurses Association (ANA) Code of Ethics

for Nurses with Interpretive Statements (ANA, 2015).

The Code consists of nine provisions, with associated

interpretive statements. We invite readers to submit

questions about bioethics or ethical issues you face in

your nursing practice for consideration for inclusion in

this new series.

Provision 6 of the ANA Code of Ethics for Nurses

with Interpretive Statements (ANA, 2015) supports

a safe working environment, which includes voicing

concerns about the safety and integrity of the workplace

environment. Provision 6 states that “The nurse, through

individual and collective effort, establishes, maintains,

and improves the ethical environment of the work setting

and conditions of employment that are conducive to safe,

quality health care” (ANA, p. 23). Nurses are responsible

for respectfully voicing concerns to colleagues and

managers when there appears to be an unsafe work

environment that may compromise personal safety, the

safety of other health care professionals, and of patients.

Example: The Intensive Care unit (ICU) beds are full in

a large metropolitan hospital. Most patients have been

diagnosed with COVID-19 with over half on ventilators.

Medical and nursing staff received training on how to use

their personal protective equipment (PPE). A registered

nurse who recently started working in the ICU asked

the unit nurse manager to not be assigned to COVID-19

patients due to a personal underlying respiratory

problem, which is exacerbated when PPE is on for long

periods of time. The nurse manager tells the nurse that

this request will be honored but only if there is enough

nursing staff to care for COVID-19 patients.

Nurses should not have to fear any retaliation for

voicing concerns about safety issues to their managers

and organizations. The ANA supports nurses for raising

concerns about their professional, ethical, and legal

responsibilities and protection when caring for patients

with COVID-19, and for their own personal safety and

the safety of patients (ANA, 2020a). In addition, ANA

“condemns employers that retaliate against nurses for

advocating on behalf of themselves and their patients”

(ANA, 2020b).

Provision 6 addresses the nurse’s role in fostering,

creating, and maintaining an ethical workplace

environment. The unit management and administration

are especially responsible for this component of an

ethical work environment, of which one is promoting

both patient and staff safety. During this past year, in

dealing with the fears and challenges associated with

caring for COVID-19 patients, as well as for protecting

themselves and their families, nurses have advocated for

acquiring the required resources. These resources include

sufficient staff and supplies needed to provide protection

for nurses and patients. In this example, Provision 5 of

the Code also is important: “the nurse owes the same

duties to self as to others, including the responsibility to

promote health and safety…” (ANA, 2015, p. 19). In this

scenario, the nurse has a duty to inform the manager of

personal risks involved in patient care. The Code supports

the role of nurses in expressing their concerns for

participating in situations in which they feel they are put

at risk. While assuring adequate staffing, which involves

increasing the numbers of staff required to care for

COVID-19 patients, it is also important that those patients

who are not COVID-19 positive receive safe care as well.

Taking care of patients with communicable diseases

has its risks, even when PPE is used. As in the example

above, there are times when personal risk may be too

great. Kadish and Loike (2020) state that “We believe that

the question of whether health care workers must risk

their lives to treat COVID-19 patients does not have one

uniform answer. We do believe that health care workers

who specialize in infectious disease or respiratory

medicine have a greater responsibility to treat COVID-19

patients than health care workers in other subspecialties

of medicine. Moreover, most, but not all, health care

workers have a professional obligation to provide some

medical service during this pandemic. Society, however,

should be understanding of those health care workers

who may defer their medical responsibilities because

of their own personal health risks or extenuating family

responsibilities” (Kadish & Loike, 2020).


American Nurses Association [ANA]. (2015). Code of ethics

for nurses with interpretive statements. Silver Spring, MD:

ANA. (2020a). ANA disturbed by reports of retaliation against

nurses for raising concerns about COVID-19 safety. https://

ANA. (2020b). Nurses, ethics, and the response to the COVID-19


Kadish, A., & Loike, J. (2020). A pandemic ethical conundrum –

Must health care workers risk their lives to treat COVID-19

patients? STAT.

Page 6 March 2021 The Nursing Voice

Fostering Student Success and Addressing Disparities in an

Online Learning Environment

While the COVID-19 pandemic has upended the routines

of many people’s lives, nursing students and faculty are no

different. While many of America’s workers and students

were able to switch to learning and working completely

remotely, for those whose daily schedules require in-person

tasks – like nursing students – adjusting to the new normal

has been less seamless. Despite this, both students and

faculty in nursing higher education have been able to adapt

to a new learning environment while delivering high quality

instruction and learning.

Challenges of Online Learning in Higher Education

With the switch from in-person learning to online

learning, nursing students and professors have experienced

a variety of issues. Because of the extra layer of separation

that occurs with online learning, ensuring that students are

keeping up and understanding can, at times, pose a hardship

for faculty.

Luckily, many professors have found ways to adapt and

keep students on track.

“Our faculty are trying to reach out to students earlier

than normal about attendance issues, poor course grades,

or anything that would be a sign of a disengaged student,”

said Tiffany Greer, Associate Dean of the School of Nursing

at Olivet Nazarene University. “The psychological stressors

have increased with a year full of health, political, and social

unrest. For students also trying to earn a nursing degree,

many reach a tipping point more quickly than they normally

would. So it is important that professors keep a close eye on

their students.”

Beyond the disconnect that can happen with online

learning, the technology itself can also cause challenges.

Across the board, IACN member institutions indicated that

they moved to address this issue quickly.

“We have provided hot spots and computers to students

so that no one is left unable to access class,” said Terri

Weaver, dean at the University of Illinois at Chicago College

of Nursing. “For our undergraduate students, we have also

initiated a student success program that will support them

socially, psychologically, as well as strengthen skills they will

need to be successful in the most challenging courses. It also

includes a high level of mentorship. Many students have

taken advantage of this program and it appears that it will be

highly successful.”

Benefits of Online Learning in Higher Education

Despite the issues that remote learning has caused for

nursing students and educators, there have also been a

number of benefits.

“Our biggest priority during the transition was to

maintain the same level of quality education. The switch

to online learning has helped us realize that some aspects

of our curriculum can be taught online and that we can still

maintain the level of quality and engagement that we expect

in our program. It has also helped us realize that nursing is

a discipline that requires students to engage directly with

faculty and patients to learn at the highest level,” said Judy

Neubrander, Dean at Illinois State University.

“Online learning has created flexibility for both students and

faculty. Online, students have the ability to go back and review

specific sections of content–something they have expressed

has been very valuable to them,” explains Cindy Hudson, Dean

at North Park University. “Even after the pandemic has passed, I

think there are strategies we have implemented for COVID that

should remain. For example, virtual office hours to meet with

students for a ‘face-to-face’ experience. We will continue to

encourage students to use online tools like Teams or Zoom for

group learning, studying, projects, and to stay connected. These

are great resources post-COVID for single parents, or students

with other responsibilities.”

Online learning also gives students and faculty options

for either synchronous or asynchronous participation.

Some content is best presented asynchronously, while

other content requires synchronous presentation with

opportunities for immediate feedback. According to Diane

Salvador, Executive Director of Nursing and Health Sciences

at Elmhurst University, having options to use both can meet

student learning needs and enhance learning.

Sandie Soldwisch, President of the Saint Anthony College

of Nursing, added that “Remote learning has sparked critical

and creative thinking in the faculty - and good things are

emerging because of that thinking!”

To ensure quality in the delivery of curricula online, IACN

member institutions utilize the Guidelines for Evaluation

of Distance Education (On-Line Learning) developed by the

Council of Regional Accrediting Commissions (C-RAC), of

which the Higher Learning Commission (HLC) is a member.

Dr. Joan Libner, Chair of the Department of Nursing and

Health at Benedictine University, notes the HLC, which

accredits IACN colleges and universities, recently announced

a collaboration with the Online Learning Consortium (OLC)

to provide access to resources for HLC member schools.

Per the HLC website, these resources include webinars

supporting “online pedagogy, equitable and inclusive course

design, instructional technology for student engagement,

and leadership in online education.”

Remote Learning: A New Environment for Nursing


At the Illinois Association of Colleges of Nursing, we

understand that the switch to online learning has been

difficult, but that it has also allowed for a level of both

flexibility and creativity by both students and faculty.

Membership stresses that a variety of approaches is needed

to make sure that students from different backgrounds

feel included and have the opportunity to be successful.

If you are a student or educator struggling with the new

online environment, please reach out to us for some

helpful tips. You can find our contact information at https://

Lastly, we leave you with this advice about remote

learning from Dr. Tina Decker, Chair of the Department of

Nursing at Trinity Christian College, that will allow you to set

yourself up for success:

“First, create an environment where you can commit to

learning, and set up a schedule and space that allows you to

set yourself up for success. Online learning often requires

more self-accountability and so it has the opportunity to

create professional growth.”

The Nursing Voice March 2021 Page 7

"No Visitor" Policy in Health Care Facilities:

Pandemic Isolation and Creative Solutions

Since March of 2020, most hospitals, long-term care,

and assisted living facilities have instituted "No Visitor"

policies to keep patients, residents, and staff safe from

the spread of COVID-19. The restriction of visitors,

especially in nursing homes, "cut off over 1.5 million older

residents from family and friends, with limited exceptions

for end-of-life visits" (Brown, 2020, para. 1). In addition

to the "no visitor" policy, residents of residential and

long-term care facilities were no longer allowed to leave

the facility with family or friends (Anderson-Shaw & Zar,

2020). Residents of nursing homes and long-term care

facilities must stay in their rooms for meals. The group

activities, such as bingo, crafts, and other group activities,

were on hold, leaving residents isolated.

Isolation during illness is not uncommon, but the

effects of this pandemic have further isolated people.

"Visitor restrictions are reasonable public health

measures, but they are inherently inequitable" (Vais,

2020, p. 1), especially for those who have dementia,

chronic illness, or other disabilities that isolate them

further. When people are isolated in care facilities

without family or friends able to visit, they may become

frustrated and confused that people they are used to

seeing are no longer there. Such isolation can lead to

changes in behavior and affect.

In the absence of visiting in person, many hospitals and

care facilities have become very creative in finding ways

for loved ones to see and hear their family and friends.

Facilities use technologies such as Zoom meetings,

smartphone apps such as FaceTime, or various other

electronic communication aids. Although such technology

can bridge the gap of in-person communication, it does

not provide a genuinely personal interaction that face-toface


Because isolation from friends and loved ones can

cause frustration, sadness, and confusion in the elderly

and others in care facilities, staff in these facilities

have used incredible ingenuity and technology to help

patients, family members, staff, and communities bridge

the isolation gap during this pandemic.

In Brookfield, Illinois, Cantata Adult Life Services

provides independent living, assisted living, and skilled

nursing services, all on their 10-acre campus. Cantata

Adult Life Services offers a variety of services and

resources to help older adults age successfully.

While there was no in-person visitation in the facilities,

including the independent living units, the campus staff

has done an outstanding job keeping residents in their

facilities engaged with each other and assisting residents

to connect with others through electronic devices and

internal video screens. Kevin Heraty, Chief Development

Officer, states, "It is often hard to find the positives in the

current pandemic situation. There are often surprises that

show the humanity of our care provider heroes in seeing

how they care for the residents." Kevin's parents live in

one of the assisted living units, and they were able to stay

engaged with their large extended family using Zoom to

see and chat with family. He remembers how difficult

it has been for family members not to see each other in

person. Also, ipads were available to residents who could

play games and use the internet.

Mary Allen, RN, Director of Case Management,

described the staff in various departments at Cantata

began offering several programs throughout the day

on the facility's internal TV station. Allen shared, "We

offered a lot of live TV programming for our residents,

such as cooking classes, fitness classes for all levels,

local and national news, current events, bingo, and

other game sessions, as well as movies and community

church services." The goal is to keep the residents socially

engaged in their community, both internal and external


In addition to these programs, there was "Hall Bingo,"

where residents could open their room doors. A staff

member would call out the letters and numbers from

the hall and other games, including trivia contests,

where residents could participate with others while at an

acceptable social distance. During the summer of 2020,

outdoor visits with family could be arranged using masks

and social distancing, which allowed family and friends to

visit in person safely.

Lisa Capone, Facility Transition Manager, also noted

that the Cantata Community is a vibrant community

within the larger Brookfield community and information

to and from the communities is very important. Capone

stated "Our marketing department did a great job

communicating with staff, residents, family members,

and the Brookfield community regarding the effects of

the pandemic on our residents and family members.

The website is updated often to keep the information

up to date and allow transparency to residents and our


The pandemic "no visitor" policies have also hit the

disability community in residential facilities very hard.

Karen Kelly has a son (Eric) who is 47 years old who

is nonverbal, and has severe autism; he has lived in a

residential care facility in Southern Illinois for 30 years.

He was diagnosed with autism when he was about four

years old. Kelly and Eric's dad were always present in

his life and would bring him home to stay a few days

each month. They would also frequently take Eric out

of the facility for lunch or dinner locally at his favorite

restaurant. Kelly explained that "Before the pandemic 'no

visitor' policy, we would see him about every 10 days and

bring him home every three to four weeks for a three to

five-night stay. Not having personal contact with him for

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many months is very difficult for him and us. We miss our

time with him." Eric lives an hour away from his parents.

The facility located in Centralia, Illinois, has been

very active in keeping residents in touch with family

and friends. Kelly shared, "The staff takes photos of

our loved ones, which are then posted to the Facebook

page by the parents' association president. Staff also

engage the residents with frequent activities such as

crafts, group pizza parties, and arrange video chats /

Zoom calls with family." Eric's parents have a Facebook

blog where they post, keeping family, friends, and blog

followers up to date with how he is doing. His parents

use FaceTime to visit with him often. Kelly and her family

can also order his favorite food from a local restaurant

and have it delivered to him, which helps keep some of

their traditions going, just altered a bit due to visitation

restrictions. Kelly says that Eric has been able to adapt to

not seeing her for the past several months and that "he

knows something is different, but also that it is not his

fault and it is not our fault."


Anderson-Shaw, L.K. & Zar, F.A. (2020). COVID-19, Moral

conflict, distress, and dying alone. Bioethical Inquiry, 17,


Brown, B. (2020). US nursing home visitor ban isolates seniors.

Vais, S. (November 11, 2020). The inequity of isolation. New

England Journal of Medicine. DOI: 10.1056/NEJMp2029725

To access electronic copies of

The Nursing Voice, please visit


Page 8 March 2021 The Nursing Voice

Impact of Crystal Healing on Maternal Grief Following

Perinatal or Newborn Loss

Holly Woodruff MSN, RN

Blessing-Rieman College of Nursing

& Health Sciences


Investigating the healing power of crystals on

maternal grief following a perinatal or newborn

loss was researched in the qualitative study. It was

designed using interpretive phenomenology, guided

by the Theory of Integral Nursing as a framework

(Smith & Parker, 2015). The literature review yielded

information on maternal grief and how it differs

from the loss of an older or adult child as compared

to the loss of an infant, either before or shortly after

birth. A strong indication is given for grief support

in these mothers. Ancient and modern teachings of

healing properties believed to be attributed to rose

quartz and Apache Tears crystals were integrated as a

support tool for maternal grief following a perinatal or

newborn loss. This study was completed by sampling

members of a support group and integrating crystals

as a method of grief support. The participants reported

their feelings towards carrying two specific crystals

and how that made them feel. All participants reported

positive feedback after carrying the crystals.

Keywords: Maternal grief, crystal healing, perinatal,

newborn, death

Approximately 20% of all pregnancies are

miscarried, and out of every 200 births, one stillbirth

occurs (Rice et al., 2017). Despite the prevalence of

such a loss throughout society, a minimal amount

of research regarding parental grief has resulted in

support that is inadequate in long-term care (Farrales

et al., 2020). Bereaved mothers are consistently at a

higher risk for physical manifestations of intense grief,

including anxiety, depression, and posttraumatic stress

disorder (Farrales et al.).

Crystals are natural forms of stable and organized

matter that form deep within the earth. The frequency

of energetic vibrations for each type of gemstone has

a long and ancient history of properties specific to the

type of crystal. Due to the stability of the crystal, they

are said to be an endless source of consistent energy

(Truter, 2006). For centuries gemstones and crystals

have been used by humans for a variety of reasons,

including not only decoration but also protection and

healing. Crystals are thought to be a natural source of

healing and balance from the earth. Ancient accounts

provide very detailed instructions on use for healing

properties (Truter). Throughout history, crystals and

gemstones have been regarded universally as sources

of wisdom and healing from their time of formation

(Perrakis, 2019).

Dossey pioneered combining ancient healing

methods and philosophies to support modern

medicine. She was instrumental in recognizing and

researching holistic nursing care and advancing how

balancing body, mind, and spirit are integral for

true healing (Gustafson, 2015). Bereaved mothers

supported by carrying crystals chosen specifically for

grief healing build upon Dossey's teachings.

The purpose of this study was to understand how

carrying the two crystals influenced the participants'

perceptions of grief following a perinatal or newborn

loss. The research question proposed was, "Do healing

crystals assist mothers in the development of healthy

patterns of grieving?"

Literature Review

A literature review was conducted on maternal

grief and crystal healing as separate topics. Searching

articles on perinatal and newborn loss yielded several

results. Alternative therapies have been primarily

ignored by modern healthcare or thought of only in

terms of the placebo effect (Gustafson, 2015).

Maternal Grief

Throughout society, a certain amount of shame

and guilt occurs with mothers who have experienced

miscarriage or stillbirth (Farrales et al., 2020). These

mothers may not be served well by a support group

whose members have experienced the death of an

older or an adult child. Loss before or during birth is

particularly difficult for mothers socially as family

and friends oftentimes display words and actions

that demonstrate a feeling the baby was not real.

Mothers reported feeling invisible and isolated due

to reluctance from family and friends to discuss the

dead child. Parental grief also included dreaming of

the lifetime of memories they will never share with this

child (Hvidtjorn et al., 2018).

Perinatal Loss

Mothers described feeling validated in the

profoundness of their grief when a caregiver or

members of their social circle acknowledged the child

existed by calling the baby by name. Although the

babies have died, the women are still mothers (Farrales

et al., 2020). Mothers who have lost a child are at

high risk for the development of depression, anxiety,

posttraumatic stress disorder, and complicated grief.

The Diagnostic and Statistical Manual of Mental

Disorders (DSM-V) added complicated grief as an

official diagnosis. The younger the child at the time of

death, the greater the intensity of the grief (Farrales et


Women who felt supported by family, friends,

and support groups reported their experiences

with grief and depression as being much lower than

those who do not. Feelings of isolation, blame, and

stigma frequently happens in mothers who felt a

lack of support (Shakespeare et al., 2018). Parents

experiencing a loss perceive a negative experience

immediately after the loss and will describe extreme

distress in vivid detail even years after the death.

The support level is crucial in meeting the individual

and unique needs of these mothers (Basile &

Thorsteinsson, 2015). A comparison study between

Canadian and Brazilian women who experienced a

stillbirth indicated that Canadian mothers were more

likely to attend a support group than Brazilian mothers.

This resulted in a significant reduction in the level of

grief 80% of the time (Paris et al., 2016).

Newborn Loss

Many parents who experienced the death of a

newborn have reported using religious and or spiritual

coping skills following the loss. Mothers indicate

feelings of emotional emptiness and devastation.

Activities of a spiritual nature can assist in a reduction

of manifesting symptoms of depression, anxiety,

and posttraumatic stress disorder. Relating to others

who have experienced a similar loss assists bereaved

mothers in mental health improvement (Hawthorne et

al., 2016).

Crystal Healing

Humans have a long and rich history of appreciation

and fascination for gemstones. Ancient royals such

as Cleopatra and Queen Puabi of Sumatra both

prized lapis lazuli and felt as if somehow the deep

blue stone enhanced personal intuition and power.

According to the Mineralogical Society of America,

approximately 3,800 minerals have been identified and

are known to exist on the planet. In the metaphysical

context, gemstone, mineral, and crystal are terms

used interchangeably. No matter which term is used,

crystals are an actual and robust history of what

exactly was occurring in the world during the period of

formation (Perrakis, 2019).

Rose Quartz

Rose quartz was the first crystal chosen for this

study. Greek mythology for rose quartz states it

springs from the eternal union of Aphrodite and Adonis

(Perrakis, 2019). Pink colored crystals of the mineral

quartz are found in many worldwide locations. The

intensity of the pink color can vary from very light to

an almost opaque intensity (King, 2020).

Crystal healing meanings for rose quartz all center

with love. Reiki practitioners and other energy healers

note feelings of calmness and serenity when holding

a rose quartz crystal. Love for self and others are

thought to be enhanced and supported by rose quartz

(Magner, 2019). Rose quartz encourages letting go

of heartbreak. It is believed to heal the heart chakra,

which is the body's center of love. Rose quartz gently

supports acceptance and moving forward with life

(Crystal Curious, 2020c).

Apache Tears

Apache Tears crystals are known as a form of

obsidian. Obsidian is a volcanic glass that is formed

when molten rock is rapidly cooled. In any landmass

with volcanic activity, deposits of all types of obsidian

can be found. In modern medicine, obsidian blades can

be used inside of surgical scalpels whose primary use is

extremely precise surgery (King, 2020).

The number one healing property known for Apache

Tears is grief support. The legend of Apache Tears

states grieving Apache Families cried and grieved so

hard the crystal can relieve some of the pain from

grief. Deep emotional trauma requires slow and steady

energy, which is provided by Apache Tears Obsidian

(Crystal Curious, 2020b).

Apache Tears allow one to connect with all others

who have grieved before us. As in perinatal or newborn

loss, a mother may express feelings of attempting

to keep her head above water during maternal grief,

and Apache Tears is a perfect crystal for this need.

Processing grief and pain allow humans to recognize

these feelings in others and perhaps allow grief and

pain to become a spiritual teacher. Apache Tears is

thought to support anyone who is suffering (Crystal

Curious, 2020a).


Mothers from a local monthly grief support group

participated in this qualitative study. All of the women

who attend have either had a perinatal or newborn

loss. A questionnaire was developed, including pre and

post-study questions. Participation was on a voluntary

basis. The theory of integral nursing and interpretive

phenomenology served as a guide in designing the


Study Design

Interpretive phenomenology or hermeneutics

served as the basis for the study design. This

qualitative method includes understanding and

interpreting human experience rather than only

describing it. Understanding the phenomenon requires

supplementary analysis of artistic expressions, such

as the healing properties of crystals that have been

handed down through the generations from ancient

times (Polit & Beck, 2017). Participants in the study

were given the freedom to share their stories of how

carrying the crystals impacted their feelings.


Dossey's theory of integral nursing is roundly

considered a grand theory (Smith & Parker, 2015). Dr.

Dossey's theory builds on the philosophical foundation

of Florence Nightingale's legacy. One cannot have

true healing unless the body, mind, and spirit are

in balance. This theory includes that nursing is not

just a science but also an art. She was a pioneer in

not only administering medication for pain but also

teaching a patient to utilize other modalities such as

guided imagery to enhance a patient's relaxation and

reduce anxiety (Smith & Parker). Dossey's theory of

integral nursing forms a natural framework for a study

incorporating crystal healing into support for bereaved



Mothers who have experienced a perinatal or

newborn loss are a vulnerable population and must be

treated with respect and sensitivity. Before beginning

the study, approval was obtained and approved from

the Independent Review Board at Blessing Hospital,

where the support group meets. Participation in this

study was on a voluntary basis. Women who attend a

support group were recruited by the researcher when

they attended a regular meeting. Nine women were in

attendance, and each was given a printed copy of the

consent form. Signing the form was not required since

the acceptance of the two crystals and completing the

questionnaire was interpreted as consent.

Research Tool

The researcher distributed a questionnaire asking

them about their individual stories of loss, their

feelings regarding the loss, coping skills, knowledge of

crystal healing, and their feelings on carrying the two

crystals to assist with healing. One attendee did not

want to fill out the questionnaire; however, she did

request she be given the two crystals, and her request

was granted.

One small rose quartz was distributed to each

participant, followed by one Apache Tears crystal.

Once each woman was holding the two crystals,

the researcher presented education on the healing

properties of each one. The women were instructed

The Nursing Voice March 2021 Page 9

to carry the crystals for the entire next month. After

the month, the women would return to the group

and answer questions regarding their feelings about

carrying the crystals. The questions included not only

carrying the crystals but how they felt if they forgot to

carry them. There were also asked if they felt better,

worse, or the same after carrying the crystals. All of

the women were allowed to keep the crystals at the

completion of the study.

Mothers participating in the study had experienced

many different types of losses. Participant #1, a

29-year-old mother of three, stated, "I felt as though

my life had ended as if time just stopped for me while

everyone else kept moving forward, while I am stuck

in a moment in time that will never move forward,"

when describing the loss of her two-month-old

daughter from shaken baby syndrome by the caregiver.

Participant #2, a 34-year-old mother of nine, reported,

"The loss made me feel guilty and heartbroken," when

she spoke of the full-term stillbirth of her daughter.

Participant #3, a 34-year-old mother of four, described

her feelings after the loss of her 18-week pregnancy as

"I fell apart. Somedays, I couldn't get out of bed. I have

a lot of guilt because I was still nursing my 18-monthold

son when I lost my baby. I thought it was my fault

for taking away all of his nutrients."

Participant #4, a 30-year-old mother of four,

developed a slow leak of amniotic fluid at 20 weeks

and eventually had to be induced with her daughter.

She describes her feelings as, "My family thought I was

silly for wanting a funeral. I feel guilty for not being

able to give her a good home inside me. I am sad, and

I still miss her." Participant #5, a 24-year-old mother of

two, lost her two-month-old daughter to Sudden Infant

Death Syndrome, and she states, "I was and still am

devastated. The loss of my daughter changed my life

drastically. I am still afraid something will happen to

my son; he's two." Participant #6, a 28-year-old mother

of three, lost her son shortly after birth from a genetic

disorder that was incompatible with life. She states, "It

wasn't like I didn't know it was coming, but I still hoped

for a miracle. We had him here in Quincy, but there

was no transport team from a bigger hospital here.

I still feel some regret about that, but my nurse said

I loved my baby, and that is what really counted. We

had testing done, but all it showed was a freak genetic

disorder that should not happen again."

Participant #7, a 26-year-old first-time mother, lost

her daughter during delivery, and she states, "For a

while I was numb. I didn't want to feel anything at all.

I just wanted to hide at home. I cut hair, and I didn't

want to go back to work and have to tell people we

didn't bring home a baby. Everyone seemed like they

were walking on eggshells when they were around

me. My sister-in-law suggested I look for a support

group, and that is how I found SHARE. She came with

me to the first meeting." Participant #8, a 35-year-old

mother of three, lost her son to placental abruption,

and she states," My feelings were all over the place. I

didn't want to get out of bed or leave the house for any

reason. The funeral was horrific. Lots of family came,

and even some of the nurses from the hospital. In the

picture we displayed, he looked absolutely perfect.

Two years later, we had another baby boy, and while

we are so blessed and lucky, I still feel a tremendous

sense of guilt."


Eight mothers elected to participate in the study.

Each participant described a positive experience

carrying the crystals. Common themes emerged from

the answers written by each mother, despite the

differences in each situation.


The overall emerging theme was how the presence

of the two crystals allowed the mothers to feel as if

they were not alone. The literature reflects feelings of

isolation and stigma oftentimes overwhelms bereaved

moms. These feelings are associated with complicated

grieving and place the women at a higher risk for

developing posttraumatic stress syndrome (Hvidtjorn

et al., 2018). Participant #2 stated, "I feel as if I am

not alone. It gives me comfort to have them because I

know I am not alone. I feel less sad when I have them. I

feel supported." Participant # 3 stated, "When I notice

them, I think about my friends from the group. They

understand me."

Loss of an infant increases the association of

morbidity and mortality, with up to a third of

mothers reporting professional diagnoses with clinical

depression (Hawthorne et al.). The distress of bereaved

mothers has been found to shorten with the support

that is planned (Basile & Thorsteinsson, 2015).

Many reported thinking about the other participants

from the group. Participant #3 stated, "When I notice

them, I think about my friends from the group. They

understand me." Several stated coming to the group

was a safe place to speak about their pain and feelings

of guilt. Every single one of the mothers stated they

felt better after carrying the crystals. Participant #1

stated," The negativity that has followed me lifts away

when I carry crystals." Participant #4 stated, "If I felt

myself starting to feel out of control and wanting to

cry hysterically, I would get them out of my pocket and

squeeze them in my hand. I can feel myself calming

down and becoming more rational." The research

question proposed, do healing crystals assist mothers

in the development of healthy patterns of grieving?"

All eight mothers reported that, yes, the crystals

made a difference in their lives. All of the participants

planned to keep the rose quartz and the Apache Tears

crystals and had plans for continued use. The literature

supports a maternal need for continued support

following the initial hospitalization. Long-term support

is necessary once mothers are discharged into the

community and expected to acclimate (Farrales et al.,



The main limitation of this study would be the

demographics of the sample. All of the participants

were identified as Caucasian and located within one of

three mid-western states that border each other along

the Mississippi River. Rural or small-town locations

were the only two reported geographic locations. It

would be recommended to repeat the study at other

support groups in urban areas. Recruitment needs to

focus on searching for mothers who have a variety of

cultural backgrounds.

There were no fathers, significant others, or samesex

partners or spouses participating in the study.

Including paternal participants and significant samesex

others may also provide more varied results. A

loss impacts entire families, including siblings of the

deceased baby and or grandparents. Future studies

could also include these family members as well.

One of the strengths of this study would be the ease

of replicating the project. Rose quartz and Apache

Tears crystals are abundant and inexpensive. The

universal positive impact on this particular sample

group cannot be denied, and obtaining results from

other locations would enhance reliability.


This study sought to integrate crystal healing into

support for bereaved mothers who experienced

perinatal or newborn loss. The literature review

supports these women are at an increased risk for

developing mental health complications, which can

manifest into a reduction in quality of life for many

years. Crystals and their use as tools for healing and

wisdom have been around for centuries. Knowledge

has been handed down through legends and myths

since the beginning of time, yet they are ignored by

research into modern nursing interventions (Magner,


The results of this study were overwhelmingly

positive. Current healthcare providers are searching

for non-invasive methods to treat physical pain and

a variety of other symptoms. As Dossey pioneered

developing, integrating alternative methods of healing

into her practice, nurses continue to advance and

improve care for patients (Smith & Parker, 2015).

Crystal healing demonstrates another avenue for

further exploration, especially when it comes to

assisting a largely forgotten segment of society, such

as those who grieve a child either through perinatal or

newborn loss.


Basile, M. L., & Thorsteinsson, E. B. (2015). Parents'

evaluation of support in Australian hospitals following

stillbirth. Peer J., 3, 1049.


Crystal Curious. (2020a). Apache Tears meaning &


Crystal Curious. (2020b). Apache Tears spiritual properties:

Stone of recovery. https://reikigemwellness.


Crystal Curious. (2020c). Rose quartz meaning & properties.

https://crystalcurious. com/crystals/rose-quartz/

Farrales, L. L., Cacciatore, J., Jonas-Simpson, C., Dharamsi,

S., Asher, J., & Klein, M. C. (2020). What bereaved parents

want health care providers to know when their babies are

stillborn: A community-based participatory study. BMC

Psychology, 8(18). http://dx.doi. org/10.1186/s40359-


Gustafson, C. (2015). Barbara Dossey, PhD, RN: Developing

a healing approach in nursing. Integrative Medicine,

14(5), 72-77.



Hawthorne, D. M., Youngblut, J. M., Brooten, D., Lynn,

C. E., Wertheim, H., & Wertheim, N. (2016). Parent

spirituality, grief, and mental health at 1 and 3 months

after their infant's/child's death in an intensive care unit.

Journal of Pediatric Nursing, 31(1), 73-80. http://dx.doi.

org/10.1016/j. pedn.2015.07.008

Hvidtjorn, D., Prinds, C., Bliddal, M., Henriksen, T. B.,

Cacciatore, J., & O'Connor, M. (2018). Life after the

loss: Protocol for a Danish longitudinal follow-up study

unfolding life and grief after the death of a child during

pregnancy from gestational week 14, during birth or in

the first 4 weeks of life. BMJ Open, 8(12), e024278. http://

King, H. M. (2020a). Obsidian: What is obsidian, how does it

form, and what is it used for?


King, H. M. (2020b). Rose quartz a pink color-variety of the

mineral quartz. https://geology. com/gemstones/rosequartz/

Lucas, C. (2019). Apache tears: Meaning, properties and



Magner, E. (2019). 5 ways to harness the energy of rose

quartz, the crystal with a love-magnet rep. https://www.

Paris, G. F., de Montigny, F., & Pelloso, S. M. (2016). Factors

associated with the grief after stillbirth: A comparative

study between Brazilian and Canadian women. Journal

of School of Nursing, 50(4), 546-553. http://dx.doi.


Perrakis, A. (2019). Crystal lore legends & myths. Beverley,

MA: Fair Winds Press.

Polit, D. F., & Beck, C. T. (2017). Nursing research generating

and assessing evidence for nursing practice (10th ed.).

Philadelphia, PA: Wolters Kluwer Health.

Rice, R., Nuzum, D., O'Connell, O., & O'Donoghue, K. (2017).

Parents and clinicians: Partners in perinatal bereavement

research - experiences from the international stillbirth

alliance conference 2017. Research Involvement and

Engagement, 5(4).


Shakespeare, C., Merriel, A., Bakhbakhi, D., Barnard, K.,

Lynch, M., Storey, C., Siassakos, D. (2018). Parents'

and healthcare professionals' experiences of care

after stillbirth in low- and middle-income countries: A

systematic review and meta-summary. International

Journal of Obstetrics and Gynaecology, 126(1), 12-21. 1111/1471-0528.15430

Smith, M. C., & Parker, M. E. (2015). Nursing theories and

nursing practice (4th ed.). Philadelphia, PA: F.A. Davis


Truter, I. (2006). Crystal healing and gem therapy - "using

energy vibrations to heal and harmonise. Pharmaceutical

Journal, 73(8), 54-57.


Appendix A

MSN Project Questions 2020

First Meeting

#1. Tell me about your loss?

#2. How did the loss make you feel?

#3. How have you coped with the loss?

#4. Have you ever heard about using crystals for


#5. How do you feel about carrying crystal to assist

with healing?

Conclusion Meeting

#1. Do you feel the crystals have made a difference

in your life?

#2. How do you feel when you are carrying the


#3. If you forgot to carry the crystals, how did you


#4. Do you feel better, worse, or the same after

carrying the crystals?




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Health Care Management

Minors available in:

• Long Term Care


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All undergraduate and graduate programs offered

in both online and on-campus delivery formats!

For more information visit our website at: or call 618-453-7211.


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Page 10 March 2021 The Nursing Voice

Nursing Leadership in Light

of the Unknown

Nurses and the COVID-19


Linda Anders, MBA, MSN, RN, CSRN

Nursing leadership in the acute care hospital setting is faced daily with various

challenges. However, in 2020, leadership was involuntary propelled into various

difficulties due to staffing concerns and the rapid increase of COVID-19 positive

patients. Leadership was forced to concentrate on operations working under their

Emergency Operating Procedures. Due to the operational demands placed on

leadership, many of their daily tasks were placed on hold, including senior team

rounding, daily huddles, and being visible to the bedside staff.

The lack of presence of the leaders in the hospital setting coupled with

furloughs, layoffs, and the pandemic's deadly sickness left the staff to work in

the space of uncertainty. Many people will accept situations or decisions made

by management if they live in a space and place of certainty, even if they do not

like the final decision. Uncertainty leaves people scared. When people are afraid

and feel like they do not have all the information, they fill in the gaps with stories.

These fabricated stories are a way that humans justify and deal with uncertainty.

This, coupled with the stress of virtual learning at home, fear of bringing the virus

home to their family, and stress of picking up extra hours, really took a toll on our

nation's nursing staff.

As we have stepped into 2021, we know that this pandemic is far from over.

However, we see the heaviness lift a little, as evidenced by approved vaccines,

decreased COVID-19 positive patients in the hospital setting, and stimulus money

from the government. Looking forward to this year in healthcare, it still seems

uncertain what it will look like. This is where leadership needs to take a small step

back from operations to place some focus back on the people. Operations are still

essential and always will be, but the staff needs leadership to be visible, to be

fully present when interacting with the bedside team members, to celebrate all

that the team has been through. One of the focuses of nursing leadership in 2021

should be about restoring a sense of certainty. The certainty that the staff matter,

certainty that there is light at the end of the tunnel, and certainty that the work

they performed to save countless lives has not gone unnoticed.

Whatever restoring certainty looks like in your immediate surroundings,

maybe, but one thing for sure is that the staff is tired and needs affirmation tenfold

more now than any time before. Every nursing leader should pledge to focus

on restoring certainty in 2021 in light of the unknown.

Lanette Stuckey Ph.D., MSN, RN, CNE, CMSRN, CNEcl, NEA-BC

Dean of Nursing/Associate Professor, Lakeview College of Nursing

The United States is preparing for the largest vaccine initiative in decades, with

millions of people being vaccinated in short time frames to gain control of the

virus and ultimately save lives. Nurses are considered the most trusted profession

by the general public and should educate and encourage the public about the

importance and safety of the COVID-19 vaccine. Education and encouragement

will help ensure high participation, which will help decrease COVID-19 in the

United States. Many people will have questions on the COVID-19 vaccine and will

be looking at nurses for guidance. Some key points to share with the public about

the vaccine include how the vaccines work, safety, and common misconceptions.

Messenger RNA (mRNA) vaccines have been the first COVID-19 vaccines

authorized. It is essential to know that even though the mRNA technology is new,

it is not unknown. mRNA has been studied for over a decade. mRNA vaccines take

the process that cells use to make proteins that trigger an immune response and

build immunity to SARS-CoV-2, which is the virus that causes COVID-19. Identical

to all vaccines, the COVID-19 vaccines have been rigorously tested for safety

before they were authorized to be administered.

Furthermore, the COVID-19 vaccines do not contain a live virus and do not risk

causing disease in a vaccinated individual. A common misconception is that the

vaccine will affect or interact with a person's DNA. This is not true as mRNA never

enters the cell's nucleus, where DNA is kept. The vaccine gives instructions to our

cells to make a spike protein. As soon as the instructions are inside the immune

cells, they use them to make a protein piece. After the protein piece is created,

the cell breaks down the instructions to eliminate the protein. After this, the

cell will display the protein piece on its surface. A person's immune system then

recognizes that the protein does not belong, and it will begin to build an immune

response and make antibodies. At the end of the process, the body has learned

how to protect against future COVID-19 infections.

The COVID-19 vaccines are a two-dose series, and both doses are necessary for

protection. The first dose primes the immune system by helping it recognize the

virus, while the second dose strengthens the immune response. Protection is not

immediate; it takes one to two weeks following the second dose to be considered

fully vaccinated. The COVID-19 vaccine should be recommended to people

regardless of prior symptomatic or asymptomatic COVID-19 infection. However, if

a person has a current COVID-19 infection, the vaccination should be postponed

until they have recovered. A significant benefit of the COVID-19 vaccines is that

people vaccinated will gain protection without having to risk severe consequences

of getting sick with COVID-19. It is still uncertain if vaccinated individuals can still

carry COVID-19 and transmit it to others; therefore, social distancing and wearing

masks is still recommended.

Stopping the pandemic will require that we use all tools we have available,

including the vaccine. Nurses should lead the public by example, by giving a

strong recommendation to receive the vaccine, which will be critical for vaccine

acceptance. Nurses should share the importance of these vaccines to protect

their health and those around them.


Centers for Disease Control and Prevention [CDC]. (2021). COVID-19 vaccination. https://

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The Nursing Voice March 2021 Page 11

Leadership Visited and


Joyce J. Fitzpatrick, PhD, MBA, RN, FAAN, FNAP, FAANP (hon)

Director, Marian K. Shaughnessy Nurse Leadership Academy

Elizabeth Brooks Ford Profession of Nursing

Frances Payne Bolton School of Nursing

Distinguished University Professor

Case Western Reserve University

“So what is leadership?” This is the simple (yet complex) question that I am often


Here are the answers I provide:

Leadership is part of your being, the moral compass that permeates all that you do,

say and believe.

Leadership is an attribute that is reflected in your everyday interactions with

everyone in your orbit, your family and friends, your co-workers, and those who you

barely know, but with whom you have contact.

Leadership is being authentic in the way you behave with others, the communication

that you share and the feelings and thoughts that you have.

Leadership is also a set of skills, learned behaviors that encourage others toward a

shared vision, common goals, and a greater purpose.

Leadership is finding meaning and purpose in your work.

Leadership is modeling the way in everything that you do and say.

Leadership is self-awareness, listening to yourself, reflecting on your own beliefs,

your knowledge and skills.

Leadership is doing what you can to actualize your unused potential.

Leadership is managing conflict to create true win-win situations.

Leadership is learning from others, the children in the playground who are

spontaneous in their support of each other, and the board members in the meeting

who are supportive in their own way.

Leadership is humility, knowing that none of us is infallible

Leadership is a belief in the power of our collective humanity, working together for

the good of all.

Leadership is sharing your deepest convictions about the way that nursing and

health can and should be, reaching for the stars that promote health as a right and not

a privilege.

Leadership is caring for those most vulnerable, the neglected, the ill, the downtrodden,

the marginalized…just as nurses do every day in every organization.

Leadership is listening to those whose views are radically different from yours and

trying to find a common purpose and a common ground for the good of all.

Leadership is professionalism, understanding the social contract that we as nurses

have with the public, upholding our ethical obligations to all in our care, and living our

professional nursing standards.

Leadership is assuming responsibility for our own actions, being accountable for our

actions and understanding the consequences.

Leadership is pushing the boundaries when the boundaries need to change.

Leadership is investing in others’ greatness.

Leadership is identifying needed change and creating the vision and processes to

initiate change.

Leadership is providing guidance, to individuals, groups, and organizations.

Leadership is active and decisive decision-making to achieve shared goals.

Leadership is taking a risk, to implement a vision and achieve goals.

Leadership is understanding yourself, being aware of your potential and the power of

intentional communication.

Leadership is building relationships with your those who can help you and those

you can help, building relationships for the purpose of helping others to actualize their


Leadership is mentoring others, and allowing yourself to be mentored.

Leadership is promoting collaboration and building community.

Leadership is knowing when to step back, when there is an affront to your integrity.

Leadership is being transformational.

Leadership is being an advocate, for patients, for colleagues, and for the public


Leadership is being a trusted professional.

Leadership is motivating others to act.

Leadership is embracing change and effecting change as needed.

Leadership is acclaiming others’ successes and assisting them to achieve their

highest potential.

Leadership is YOU!

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open house

April 22, 2021 • 2-6PM



As a professional nurse, you know

the challenges of the continually

evolving healthcare field.

Due to increased emphasis on

preventive care, growing rates of chronic conditions,

and demand for services from the baby-boom population,

employment of nurses is projected to grow 7% by 2029

according to the Bureau of Labor Statistics. At our spring

Virtual Graduate Open House: Discover What’s Next, you’ll

learn how our graduate nursing programs can help keep you

current, and prepare you for the next step in your career.

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How many of these leadership attributes describe you?

Which of these leadership attributes do you want to develop or strengthen?

What is your plan to make it happen?

Apply online at

Page 12 March 2021 The Nursing Voice

One stop – Illinois Department of Financial and Professional

Regulation (IDFPR) home page for your online resources

The IDFPR home page ( has a direct

link to the following:

The State of Illinois Coronavirus Response Site: The

COVID-19 Vaccine Plan, up-to-date information on what

Illinois is doing protecting the health, safety, and wellbeing

of Illinoisans. It can be found at https://coronavirus.

IDFPR’s webpage with resources for Illinois residents

and licensees impacted by COVID-19. It may be found at This webpage lists

the guidance and variances issued by IDFPR during the

COVID-19 pandemic. It includes COVID-19 relief options

available concerning evictions, mortgages and student

loans. The Out of State Temporary Practice Permits will

expire May 31, 2021.

IDFPR has streamlined licensing for Military members

and their spouses who are seeking professional licensure

in Illinois. Public Act 100-286 (2019) expedites the license

review process for Military Service Members who are

an active duty member or whose active duty service

concluded within the preceding two (2) years before

application. This review process also is applicable to

spouses of service members. IDFPR has hired a military

liaison to work directly with Military Service Members

to provide them with tailored guidance when applying

for professional licensure in Illinois. Use this link for

additional information

The Illinois Nurse Practice Act Rules were

finalized on January 4, 2021. A copy is available at

this link:


The Illinois Nursing Workforce Center (http://nursing.

Education: there is a list of all Illinois nursing

education programs, beginning with the pre-licensure

nursing education programs approved by the Board

of Nursing. On this same page are program pass rates

for the past five years as well as five years of admission

and graduation data for the 132 pre-licensure nursing

education programs.

Post-licensure Illinois nursing education programs are

separated between baccalaureate degree completion

and graduate education opportunities. The graduate

education page includes a grid of which practice specialty

each graduate program includes. http://nursing.illinois.


Reports highlighting data collected during online

license renewal are available, and date back to 2007 may

be found at

asp Thank you to everyone that completed the RN

post-license renewal voluntary survey, a report is to be

completed by the end of the year.

Illinois Nursing Licenses Data Overview (2020) was

created in March 2020. This short report includes RN

specialty area as well as geographic distribution of nurses

throughout Illinois, including by county. http://nursing.


As always, the IDFPR home page (

offers several features for licensees, including:

• To print your license or download an electronic

copy to your phone: use the icon under the blue

middle section of the IDFPR homepage. www.idfpr.


• Address update: Please note that all IDFPR

correspondence are now delivered electronically,

including renewal reminders (in lieu of the paper

postcard sent by U. S. Mail). Licensees are strongly

encouraged to visit IDFPR’s online address change

webpage (

LicenseReprint/) to provide a current email address

and ensure contact information is up-to-date and


• Name change: Change of name CANNOT be

completed via this online process. If your name

has changed, you must submit a written notice to

the Department and include documentation of

the name change (marriage license, court order, or

divorce decree) For a copy of the written notice,

please use this link


If you have questions, assistance is available Monday

through Friday by contacting the IDFPR call center at

1-800-560-6420, or by email at FPR.PRFGROUP09@





grades 1-5.

To apply, visit and

click the EMPLOYMENT tab.

The Nursing Voice March 2021 Page 13

We would like to recognize and thank the following donors who were instrumental

in helping us achieve our goals in 2020. Because of their general support we gave away

over $12,000 in scholarships and awarded $10,000 in grants through our new grant


Lisa Anderson Shaw

Cheryl Anema

Laurie Anema

Elizabeth Aquino

Mary Barton

Barbara Bertucci

Amanda Buechel

Katherine Blachowski

Janet Borre

Mary Bortolotti

Nancy J. Brent

Cathy Burke

Simendea Clark

Dolores Clement

Yalanda Comeaux

Karen Crofton

Lee Crumbaugh

Colleen Duffy

Karen Egenes

Don Feinberg

Barbara Ferrari

Raechel Ferry-Rooney

Stephen Flowers

Steve Flowers

Susana Gonzalez

Chris Gurnick

Jeannine Haberman

Jake Hanifin

Robin Hannon

Karl Hartmann

Patricia Hattenhauer

Brandon Hauer

Susan Johanson-Lentz

Kathy Kane Villina

Phyllis B Kantor

Karen Kelly

Mary Kelly

Emily Kirschenbaum

Susan Krawczyk

P. Joan Larsen

James LaRue

Janet Lynch

Kathleen Lazzara

Elizabeth MacKay

Anthony Magera

June Maguire

Charlotte Maynard

Mary Mcdermott

Jane Miller

Mary Newman

Linda Olson

Mary Onorad

Kyleigh Oosthuyse

Ann O'Sullivan

Suzanne Phipps

Paulette Buczko Piotrowski

Marilyn Rehberg

Nanci Reiland

Linda Roberts

Bonnie Salvetti

Ruthann Sanders

Laurel Schaap

Maureen Shekleton

Gretchen Shepherd

Seth Squadron

Dorothy Stratman-Lucey

Susan Swart

Carla Tozer

Catherine Tredway

Diane Vander Ploeg

James Veirty

Clint Verhagen

Carol Warfield

Joline Weidner

Rebecca Weis

Sheryl Wernsing

Madeline Wise

Mary Witting

Elizabeth Wojciechowski

Stephanie Yohannan

Loren Zilberbrand

Arthur L Davis Publishing

Agency, Inc

Walter W. Schultz Agency,


Smits Funeral Homes, LTD

Stepping Stone Financial

In Honor Donations

Heidi Bajek

Stephanie Mendoza

Memorial Donations

Thomas Ramage

Anne MacKay

Regina Martin, RN, BSN

Carmen Lackouitz

Carmen Lydia Alvarez

Catherine Hartmann

Charles Chesley Woodcock

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Page 14 March 2021 The Nursing Voice


Illinois Law & Nursing Practice

Nancy J. Brent, MS, JD, RN

If you have a legal question for Nurse Attorney Nancy

Brent, please send it to susan@sysconsultingsolutions.

com. The INF has the right to review and publish selected

questions and responses.


An RN who has worked at the bedside for over 30

years writes that she has always gotten a second nurse

to witness getting consent from a parent over the phone

for a patient who is a minor. A younger staff nurse told

her that witnessing a consent for a minor is not done

anymore. The RN thought it was a law, and if not, it seems

to be best practice. Have things changed, she asks?


No. State statute or administrative rule requires you

to have a second RN witness a parent's phone consent

for his or her minor child who is being treated in your

healthcare facility.

This RN's practice most likely stems from working in

hospitals whose own policies and procedures required

that this occurs.

The RN's comments that the procedure seems to be

"best practice" are noteworthy from a risk management


Risk management is an essential internal component

of a health care delivery system. It is a precise process

that attempts to reduce preventable injuries and

accidents and also prevent financial loss for the


The four main components of reducing risks to the

health care entity are "risk identification, risk analysis, risk

treatment, and risk evaluation."

For this RN, the risk management policies and

procedures that governed the requirement to get a

second RN to confirm consent were obtained from a

parent likely emanated from these components.

In applying these elements to the RN's question, one

can identify several risk factors in not obtaining a witness

to the phone consent:

What if the parents are divorced? Who has the legal

right to consent for the minor child? What if the parent

who is legally able to provide consent later has doubts

and changes his or her mind, saying consent was never

given? How many incident reports have been received

by the risk management department from nurses that

document these and other issues?

The consent risk analysis would most probably be

seen as relatively high and, therefore, the importance of

identifying how to treat the risk is to avoid its occurrence.

Treating this particular risk apparently appeared to the

RN's employer reasonably simple: get a second person

to hear the consent given and document it according to

adopted policy and procedure.

Evaluating the treatment instituted for the risk

includes the frequency of occurrence and the severity of

outcomes, if any, after the treatment is instituted.

Although not a legal requirement, such a practice

might help you—and your employer—if a later challenge

to the consent given is raised.

You can learn more about risk management in the

article, "Steps in the Process of Risk Management" @


A discussion of parental consent for a minor is not

complete without a brief conversation about when a

parent's consent is unnecessary for a minor's care.

A minor in Illinois is defined as an individual who is

17 years of age and under. The law sees such individuals

as not having the legal capacity to provide the required


Generally speaking, then, as the RN's submitted

question illustrates, it is the parent(s) of the minor who

provide consent for treatment. Others that can give

consent for a minor include a guardian or person standing

in the parents' place (in loco parentis doctrine).

There are specific exceptions to this mandate in many

states and specifically in Illinois under the Consent by

Minors to Health Care Services Act.

They include:

Medical Emergency

When the minor's condition is an emergent one,

meaning that the minor's health or very being is such that

waiting to obtain consent for treatment would "adversely

affect the condition of the minor's health," parental

consent is not needed. Whether the minor's condition

requires immediate emergency care rests solely with

the health care provider, including an advanced practice

registered nurse (APRN).

Pregnant or Married Minors

Regardless of age, a married or pregnant minor can

consent to healthcare services, including those from an

advanced practice registered nurse (APRN).

Primary Health Care

A minor between the ages of 14 through 17 who is

not living with parents or a legal guardian or unable or

unwilling to return to his parents' home, and is managing

his personal affairs, may consent to primary care

(including screening, medication, and immunizations in an

out-patient setting) under specified conditions (including

the minor being identified in writing by an attorney

licensed to practice law in Illinois or a school social


If you provide care to minors in any capacity in

any setting, following your facility's requirements for

obtaining consent for those 17 and under is essential to

avoid potential liability for both you and your employer.

You also need to be knowledgeable about and follow

Illinois law applicable to consent for health care by, or for,


Potential liability for you would rest in being named a

defendant in a civil case brought by the minor's parents

for not obtaining consent as Illinois law requires.

Potential culpability for you may also be alleged in a

professional disciplinary action for a violation(s) of the

Illinois Nurse Practice Act and its Rules that apply to

obtaining proper consent.

For example, a parent might allege that your failure

to obtain their consent is a failure to conform to practice


A regular reading, then, of the Act and its Rules is vital.

Refreshing your memory about consents for minors

can easily be done through a 2019 Illinois Health and

Hospital Association's summary of applicable Illinois' law









Lillian Walanka and the attorneys at Crick Walanka Law Group have decades

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Crick Walanka Law Group, Ltd.

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(312) 335-8860 •

The Nursing Voice March 2021 Page 15

Nurses want to provide quality care

for their patients.

The Nurses Political Action Committee (Nurses- PAC) makes sure

Springfield gives them the resources to do that.

Help the Nurses-PAC, help YOU!

So. . . . . . . if you think nurses need more visibility

. . . . . . . . . if you think nurses united can speak more

effectively in the political arena

. . . . . . . . . if you think involvement in the political

process is every citizen’s responsibility.

Become a Nurses-PAC contributor TODAY!

I wish to make my contribution via personal check

(Make check payable to Nurses-PAC).

I wish to make a monthly contribution to Nurses-

PAC via my checking account. By signing this

form, I authorize the charge of the specified

amount payable to Nurses-PAC be withdrawn from

my account on or after the 15th of each month.



I wish to make my monthly Nurses-PAC contribution

via credit card. By signing this form, I authorize the

charge of the specified contribution to Nurses-PAC

on or after the 15th of each month.

I wish to make my annual lump sum Nurses-PAC

contribution via a credit or debit card. By signing

this form, I authorize ANA-Illinois to charge the

specified contribution to Nurses-PAC via a ONE

TIME credit/debit card charge.

❑ Mastercard ❑ VISA

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Printed Name:___________________________________



City, State, Zip Code:_____________________________

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ONLINE convenience,

QUALITY education

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PO Box 636

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We take health and wellness personally at Sinai Chicago. We believe that excellence in health care

is about more than just medicine, technology, tests and treatments. It’s about deeply caring for

people with dignity and respect. That’s who we are. That’s what we do. That’s been our ethos for

the past century, and never has it been more critical than during the global COVID-19 pandemic.

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