HISTORICAL FEATURE
‘You Don’t Have Any Business
Being This Good’: An Oral
History Interview with
Bernardine Lacey
Exposing the racism one nurse encountered offers insights into current
efforts to make nursing more diverse and inclusive.
ABSTRACT
Racism left an indelible mark on Bernardine Lacey and her professional growth as a nurse, including roles
as an educator, political advocate, researcher, clinician, and leader. This article uses oral history methods
to detail, in Lacey’s own words, experiences from her childhood and early in her education and career. Her
story allows for an exploration of some of the difficult truths about racism, the culpable role of nursing in
this history, and the impact of historical accounts on the profession’s current inclusivity and diversity efforts.
Keywords: discrimination, diversity, nursing history, oral history, racism
T
he implied racism in the words “You don’t
have any business being this good,” spoken
by a white nursing instructor to Bernardine
Mays Lacey in Jackson, Mississippi, in the early
1960s, resonated with this black nursing leader
throughout her life. Blatant racist attitudes, supported by laws and practice, left an indelible mark
that contributed to Lacey’s growth as a nurse and
her interest in sharing her story.
Over the course of her career, Lacey has held
leadership positions, including founding dean and
professor at Western Michigan University’s school
of nursing in Kalamazoo. She has served as special
assistant to Marian Wright Edelman at the Children’s Defense Fund in Washington, DC, and
received numerous awards, including an endowed
chair named in her honor at Western Michigan
­University. Lacey became a fellow of the American
Academy of Nursing in 1990 and a Living Legend
of that organization in 2014, and she was awarded
the prestigious R. Louise McManus Medal from the
Nursing Education Alumni Association of Teachers
College, Columbia University, in 2015. She has also
received well over $2 million in grants to develop
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programs such as nurse-managed centers for those
living in homeless shelters and for educational support of diverse students in nursing. Lacey’s career as
an educator, political advocate, researcher, clinician,
and leader reflects her many accomplishments in
spite of the culture in which she was raised. Her
story is important to know, because it offers an
opportunity to learn from the not-too-distant past
and explore some of the difficult truths about racism in nursing, the role of the profession in this history, and the effect of these accounts on current
diversity and inclusivity efforts.
This article focuses on Lacey’s early experiences
growing up in the South, attending a segregated
school of nursing, working in a segregated hospital
and rural clinical setting, and developing strong
networks of support. It is not a biography of her
life but rather a candid exposure of the racism she
experienced in her lifetime—a topic that is too
often omitted but vital to discuss. She recalls a time
when discrimination was accepted by so many, and
the nursing profession enforced these norms in a
very explicit way. We hope her words spark a conversation among nurses about how we may still be
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By Sandra B. Lewenson, EdD, RN, FAAN, and
Ashley Graham-Perel, MS, RN-BC, NPD-BC, CNE
implicitly reinforcing these norms, even as the
­discipline strives for a more inclusive and diverse
culture.
WHY HISTORY IS IMPORTANT
Despite an increasingly diverse U.S. population, there
is a lack of nurses from ethnic and racial minority
groups.1, 2 Without sufficient diversity in the profession, including among faculty and nursing students,
the workforce can’t provide culturally appropriate,
quality care to a diverse patient population.3-5 Greater
awareness of past discriminatory practices and the
enduring long-term effect of racism on health care
outcomes is needed to address social justice and
health equity issues that affect patients today. Negative stereotypes about people of color and those from
other minority groups persist in the form of implicit
bias that adversely affects the care patients receive.6, 7
Historian Kylie Smith argues that without historical
acknowledgment and understanding, such attitudes
are difficult to change.8
Scholars have described the relevance of history
in understanding contextual relationships between
and among various factors, such as race, class, gender, sexual orientation, and religion.9-12 Oral history
methods can magnify this understanding by detailing the life experiences of a subject, exposing us to
varying personal and professional perspectives.13
TELLING HER STORY
Stories such as Lacey’s permit diverse voices to be
heard, studied, critiqued, and added to the narrative. Lacey is familiar with oral history as a research
method, having conducted such interviews with
another black nurse leader, Anna Bailey Coles, the
dean of the first baccalaureate program for nursing
at Howard University, a historically black university. Lacey studied the influence Coles had on the
education of black nurses from 1968 to 1986 and
recognized the value of her story—one that had not
been told before—in reshaping the narrative about
nursing education and the black experience.14
Following Lacey’s participation on a panel discussion about diversity and inclusivity at the American Academy of Nursing’s fall 2017 conference, she
decided to tell her own story. Lacey contacted one
of us, SBL, who conducted an oral history video
interview at Lacey’s home in Maryland in April
2018. Lacey spoke about her past for about two
hours, responding to open-ended questions that
permitted her to tell her story in the way she was
most comfortable. (For more information about
collecting oral histories, see the Oral History Association’s “Principles for Oral History and Best Practices for Oral History,” www.oralhistory.org/about/
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Bernardine Lacey (middle) and classmates in 1961 at the Gilfoy School of Nursing,
Jackson, Mississippi. Photos courtesy of Bernardine Lacey.
principles-and-practices-revised-2009.) The audio
of this interview was then transcribed and reviewed
by Lacey for accuracy. (In the spring of 2019, one
of us, AGP, a doctoral student interested in learning
about this historical research method, participated
in a review of the transcript and, subsequently, the
writing of this manuscript.) Additional telephone
interviews between Lacey and both of us continued
in the following weeks, adding greater clarity and
context to her story. The transcripts (including the
audiovisual and written materials) will be donated
to the Barbara Bates Center for the Study of the
History of Nursing at the University of Pennsylvania School of Nursing.
GROWING UP IN THE JIM CROW SOUTH (1932–1959)
Lacey was born in 1932 in Vicksburg, Mississippi,
the only child of hardworking parents. At that
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from discriminatory practices. Lacey said, “My
father worked as a chef in a hotel. . . . Accommodations and public facilities did not allow Negroes,
except if you were working there. But growing up,
I didn’t feel deprived or isolated from the things
that I needed to have. We weren’t rich, but I don’t
ever remember missing a meal.”
Yet, relative privilege couldn’t shield her family—
or other black families—from racist laws, such as
those that prohibited black people from staying
in white hotels, and Lacey’s mother was often
approached by the local police to take in travelers
overnight. She explained, “There were times when
black people came to Vicksburg . . . particularly
those who were ministers. . . . We had a very large
house, and I remember the police bringing these
black ministers to my mother’s house and asking
her, “Katie, do you have a room?” Lacey spoke
fondly of her family home:
Bernardine Lacey met with First Lady Barbara Bush in the White House in the
late 1980s to discuss the Howard University College of Nursing’s health care for
the homeless project.
time, Jim Crow laws segregated people of color
from the white community. Restaurants, schools,
hospitals, transportation, and all aspects of daily
life were divided by race. However, in early 1950s
Vicksburg—unlike in Jackson, only 40 miles
away—Lacey said her family could shop in some
of the stores and was on a first-name basis with
shop owners. Yet, although Lacey perceived
­Vicksburg to be more open than other cities in
the South, she also knew there was a difference
in the way black and white families were treated:
My mother would often take me shopping,
and the [white] people in the stores treated
her with great respect. They called her by her
first name. . . . I do not remember feeling
that I was being treated any differently, but
I’m sure that I was. . . . My mother taught me
that I needed to be courteous to everyone, but
they had a way of letting you know that there
was a difference between you and the whites.
She described how her parents taught her about
knowing and valuing who she was, even in the segregated world into which she was born. Her family
was well respected and part of a supportive black
community. Often, her father hosted a club meeting
for black men at their home—because it was his
turn to do so, and because his friends looked forward to his excellent cooking, according to Lacey.
She described how her father held a respected position in the community, yet even he wasn’t protected
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We were the first black family to have a home
on the block. Black families bought on that
side of the street, but across the street they
were all white. My mother was close to a
white woman who lived across the street.
They had two daughters. . . . These two girls
and I played together until we went to school.
Then the separation came. I went to St. Mary’s
Catholic School, a school that accepted black
students, and they went to public school.
I could not attend the public school they
attended.
There was a movie theater several blocks
from our house. I couldn’t attend the side of
the movie where the whites were. They went
downstairs in the movie, and blacks had to sit
in the balcony in the movie. There was [also]
a separate entrance.
Hearing Lacey speak about her experience of segregation as a child raises our awareness of its impact
and lasting toll—not only in the South, with its
embrace of laws prohibiting the mixing of races,
but also in Northern states, which relied on customs and traditions to effectively do the same.
­Lacey’s account also raises questions about how
diverse nursing ­students can develop a sense of
value after being exposed to implicit and explicit
bias during their upbringing and education. Feeling
marginalized, and the negative effects of marginalization on health and one’s sense of worth, remains
a continuing concern in nursing and health care
that begs further attention.6 Smith has argued,
“Modern health systems and the biomedical model
are an effect and function of white supremacy,
colonialism, and neoliberalism and nursing is not
separate from this. To understand how this has
come to be, we need more history not less.”8 The
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history of white nurses maintaining segregation in
schools of nursing, hospitals, and home care settings is real and part of the profession’s legacy. Historical accounts also illustrate how black schools of
nursing offered vital opportunities for black students, who were excluded from attending most
other schools.15
The National Association of Colored Graduate
Nurses (NACGN) was founded in 1908 by several
black nurses to address racial discrimination in
nursing and health care. It was dissolved in 1951,
when the profession began attempts to integrate
and black nurses were allowed to join the American
Nurses Association.16, 17 Yet, some state nurse registration laws continued to discriminate against black
nurses, preventing them from sitting for the exam.
And, even with the dissolution of the NACGN, the
nursing school Lacey would attend—the Gilfoy
School of Nursing at Mississippi Baptist Hospital
in ­Jackson—maintained the segregated status of
black students until 1961, when it stopped accepting black students because of “financial pressures
and other considerations.”18 This was just prior to
the Civil Rights Act of 1964, which required the
integration of schools.
black, she could not have written such a good care
plan:
My instructor called me in and said that she
had other faculty read my paper. . . . [She
said,] “You are going to receive an A for the
paper”. . . but she had to remove five points
for a typo . . . and then said, “but you don’t
have any business being this good.” She told
me how she saw me, and I felt, the nerve of
that instructor, but I had no recourse. However, it made me even more determined. I had
to live with this, and after 57 years, I can still
remember what was said. It has stayed with
me throughout the many things I have done
in my work. After receiving my doctorate
from Teachers College at Columbia University, I contacted this instructor to let her
know. . . . I wanted her to see what value
I had.
The white instructor’s notion that Lacey didn’t have
a right to be “this good” was a commonly held
belief by the nursing staff, Lacey explained. She said
that while this hurt, it was something she had grown
The history of white nurses maintaining segregation in
schools of nursing, hospitals, and home care settings is
real and part of the profession’s legacy.
NURSING SCHOOL (1959–1962)
Lacey graduated from nursing school in 1962. She
had chosen the Gilfoy School of Nursing because it
was the only one in the state that accepted black students seeking to become RNs. Lacey described her
school as segregated, with the few black students
who were admitted separated from their white peers
in both the classroom and clinical settings. Lacey said
she was one of eight black students, all of whom
were forced to sit in the back row while the 64 white
students sat in the front rows. The very act of being
separated was unsettling, but Lacey said the instructors’ overt racism was even more disturbing.
The memory of one particular incident has
stayed with her. Lacey recalled how, during a pediatric rotation, she had cared for an infant with
Wilms tumor, a type of childhood kidney cancer.
She wrote a case study that demonstrated how she
had cared for the whole family, working with the
infant and the parents. A white instructor graded
her work, Lacey recalled, explaining that the
instructor had let her know that because she was
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to expect from the school, faculty, and white students in her class. Lacey attributed her strong sense
of self to her family, especially her mother, and said
the mentorship she received from other black nurses
and the strong networks they established added to
her sense of self.
Although blatant racist declarations such as
“You don’t have any business being this good” are
not acceptable in today’s nursing milieu, some may
argue that the sentiment prevails. The notion may
also be evident in the lack of diversity among nursing faculty and students, the persistently low enrollment and graduation rates of underrepresented and
marginalized groups in nursing, and the alarmingly
low percentages of executive positions held by
nurse leaders of diverse backgrounds.3, 5
Citing Lacey’s experience with this instructor
may be useful in discussions with students of
color about their feelings and experiences in
school today. The microaggressions identified by
some black students—such as when they feel they
need to work harder for the same grades as white
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as “Miss” but as “Nurse,” which was
intended to be a pejorative term], have you
enjoyed this experience up here?” I said it was
very enlightening. . . . She said, “I’ve just come
from the nursing office, and I told them that
if you applied for a position in our hospital,
that I wanted you to come up here in the
operating room. I’m going to make you one
of the best damn circulating nurses this hospital has ever seen.” I thought, you must be in
a dream! I said, “I have not applied, I’m
going to go to Tuskegee.”. . . Black folks in the
hospital said, “We heard that she has never let
a black woman be up there in the operating
room as a nurse . . . she must really care about
you.” I said, “I don’t know, but I’m not taking
the job.” That was the talk of the hospital!
Bernardine Lacey was recognized by the American Academy of Nursing as a Living
Legend in 2014 in Washington, DC. With her at the ceremony (from left to right) are
her godson, Darrell Green, and her two sons, Elthon and Amando.
s­ tudents—remain a constant reminder that racism still exists, implicit or otherwise.19 Connecting
these marginalized feelings with Lacey’s experience offers a historical context for contemporary
concerns. Lacey hopes faculty today can reflect on
their own bias regarding students from diverse
backgrounds and consider that racism and white
privilege still exist in our educational and health
care institutions.
In another important experience, when Lacey was
a graduating senior nursing student, she was offered
a job in the operating room by the supervisor. Lacey
was the first black nurse to ever be offered such a
position, but the idea of working in this environment
was anathema to her because she’d had a prior incident with this supervisor. Lacey had dared to use the
“whites only” bathroom near the operating room,
where she was working as a nursing student, rather
than travel to another floor to use the “colored”
bathroom. The supervisor observed this and warned
Lacey not to use that bathroom again. Now, fearful
of being prevented from graduating when she was
called to the supervisor’s office a second time, Lacey
was instead surprised by the job offer:
On my last day, I was in the surgery, and
someone came to the door and said the supervisor wants to see me. . . . I was like, “Oh no,
what has happened?” When I went in to see
her, she said, “Nurse Mays [Lacey explained
that black nurses at that time weren’t addressed
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Lacey’s experiences were set during a time of
upheaval and transition in the way women and people of color were viewed and valued in society. The
civil rights movement was challenging overt racism
in all aspects of life, and the second wave of feminism was questioning the role of women. Equality,
value, and self-worth were common themes in both
movements. Lacey’s story challenges us to question
nursing’s history (for instance, who became a nurse,
and where could they work?), as well as its present
(who has access to privileges, such as gender-neutral
bathrooms?).
WORKING AT TUSKEGEE (1962–1964)
After graduating from the three-year diploma program, Lacey worked at the John A. Andrew
Memorial Hospital affiliated with Tuskegee University in Alabama, a historically black institution.
She had worked there before, during her diploma
program’s psychiatric clinical rotation, when the
black students were not allowed to accompany the
white students on their rotation. During her
employment at the hospital, Lacey learned she
could pursue a baccalaureate in nursing and felt
supported in this institutional environment as she
began taking classes.
She recalled her work as a maternal–child health
nurse and traveling to rural areas in Alabama to set
up clinics for underserved populations. Aware of
how racism affected students and providers of color
in health care institutions, Lacey also learned how
discrimination contributed to a lack of adequate
care for rural black communities. Her work in the
1960s with black patients and underserved populations made evident what researchers now know—
that the morbidity and mortality rates of these
­populations are higher than those of white populations.20 Lacey’s description of the blatant racism that
separated black and white communities in all settings, including health care, continues to be relevant
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to current discussions about health equity and the
social determinants of health. As she recalled:
There were no hospitals that accepted any
blacks. John A. Andrew was the only hospital
in the area that would. I worked with Dr. Hank
Foster [Henry W. Foster Jr.], and we would
travel out to the rural areas and take a clinic
out there. I had never seen maternal–child
women [pregnant women] with such low
hemoglobin, and they just were in very poor
condition. . . . Sometimes I’d have to get in a
wagon, because the car could only go so far on
the roads. There was a church there that would
be used, and one winter it was so cold . . . we
had to make a fire on the potbelly stove to heat
the place up before we could do anything.
getting educated, we were going to be vying for the
same positions or jobs, so ‘we can’t let that happen.’”
CONTINUING HER EDUCATION (1964–1991)
In Washington, DC, Lacey went to work at
St. ­Elizabeth’s Hospital. She wanted to continue
her education, and St. Elizabeth’s offered to pay for
her attendance in a BSN program. Howard University had not yet started its baccalaureate program,
so Lacey applied to and, in 1969, successfully completed Georgetown University’s BSN program for
RNs returning to school. She was one of the first
black students to be admitted to this institution.
Lacey explained, “Friends would say, ‘I didn’t know
that they let blacks into Georgetown’. . . . I was the
only one in this [program], and they asked, ‘How
are you being treated?’ And I said, ‘Well, very well.’”
Lacey’s hiring at Vicksburg’s county hospital
sparked protests that culminated in
someone taking a shot at her while she worked.
Lacey worked at Tuskegee for two years until she
returned to Vicksburg to care for her mother, who’d
had a stroke. She needed employment if she was going
to stay there, but no hospital would hire her. After her
mother’s white doctor spoke on her behalf to the board
of the county hospital, it hired her as an evening supervisor. Lacey’s hiring sparked protests that culminated in
someone taking a shot at her while she worked:
Six of the nurses quit when they found out I
was coming on because they said they would
not take orders from me. . . . The hospital
had an acute side, and there was this catwalk
that took you to the chronic side. Every evening I had to make rounds for the units.
Although the office had received threats
about “that nigger you all hired up there,” I
was trying to integrate. . . . When I was
going across that catwalk, somebody took a
shot at me, and when the police came, they
had already told my mother what had happened. When I got home, my mother was
packing my clothes. She said, “You got to
get out of here, you can’t stay . . . they will
kill you and that would kill me.”
Lacey left Vicksburg that night and moved to
­ ashington, DC. Reflecting on the change she
W
had observed in her hometown, she said, “I think
­Vicksburg began to feel we were a threat now, we were
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Because Lacey was one of the first black nurses
to attend Georgetown’s RN–BSN program,
researchers Edilma L. Yearwood and Brian Floyd
conducted an oral history interview with her in the
summer of 2018 about her time at the school. Yearwood and Floyd are the principal investigators of
an oral history project that aims to include Lacey
and the few other black students who attended the
school in the 1960s in the institution’s written history, from which they had been omitted (SBL has
served as a consultant on this project).21
Lacey continued to advance her education and
received an MA in sociology from Howard University in 1985 and completed her EdD at Teachers
College, Columbia University, in 1991.
SUPPORTIVE NETWORKS AND MENTORING
Lacey attributes her success in nursing to many
mentors and the strong support network she developed throughout her career. Her earliest recollection of support comes from her mother’s unfailing
belief in her ability to succeed. Then there were the
black nurses who worked in Mississippi Baptist
Hospital’s annex building, which was a separate
section for black patients. Although these nurses
ran the segregated units, they were supervised by
white nurses, a long-standing practice in the
South.22 Lacey worked part time in this section of
the hospital to support herself while in nursing
school. These nurses, often alumnae of the Gilfoy
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School of Nursing, understood what it was like to
attend a segregated school and face the racist attitudes of the faculty. They provided mentorship to
students like Lacey, helping them to successfully
navigate the system.
Lacey also mentioned being supported by some
of the hospital’s other black workers, who weren’t
nurses but watched out for her. She talked about
the people who worked in the kitchen, for instance.
Lacey and her black classmates weren’t allowed to
eat in the dining room, so they took their meals in
the kitchen, with the hospital’s other black workers
and kitchen staff. When the kitchen was closed in
the evenings, the staff would bring brown-bag dinners to the black students working evening and
night shifts. They looked out for the well-being of
the black students and wanted them to be successful, said Lacey. Such support networks provided a
buffer against racism and sustained her as she progressed in her career.
respected their ideas and tried to bring them to
fruition. She described meeting two women who
lived at the shelter and mentoring them as they
embarked on careers in nursing. Lacey was working
as a faculty member at Howard University’s College
of Nursing at the time:
There were two women . . . one had one year
of college, and one hadn’t had any, but she
was very smart. I went to Howard University
to the department of social work and asked
them if we could find a way to get these two
women out of the shelter and into housing,
so they could have a little bit of privacy and
be able to study. I asked them to allow them
to take some remedial courses in reading,
English, and math and work with social services. They got a job as nursing assistants,
and they are now registered nurses with
bachelor’s degrees.
The voices of black nurse leaders like Lacey don’t fit
into a white-centric record of the profession and thus
bear examination and preservation.
Lacey also described the lifetime mentorship
of other black nurse leaders who became deans,
administrators, presidents, provosts, and researchers. Two of the notable people who guided her
along the way were Rhetaugh Dumas, who held
positions as dean of the University of Michigan
School of Nursing and vice provost, as well as
president of the National League for Nursing, and
Gloria Smith, who was vice president for health
programs at the W.K. Kellogg Foundation and
former dean of nursing at Wayne State University.
Lacey also served as a mentor to others. During
her acceptance speech last year at the American
Academy of Nursing’s Living Legends award
­ceremony, Catherine Alicia Georges, chair of the
nursing department at Lehman College of the City
University of New York and a member of AARP’s
board of directors, credited Lacey as one of her
mentors. Lacey reflected on the many students,
nurses, and others whom she has mentored, saying
she also gained much insight from them. One of
the most satisfying mentoring experiences Lacey
described occurred when she helped to start one of
the first nurse-managed health clinics for the homeless at Federal City Shelter in Washington, DC.23, 24
She attributed much of her success to listening to
what her patients said they needed. She valued and
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Lacey’s experiences had allowed her to see past
labels to the inherent value in each person. She
found a way of focusing on people’s strengths
and worked with them. She explained that if
these two women were able to “live on the street,
they’ve got some strengths that we need to capitalize on.”
SPARKING A CONVERSATION
Lacey’s story takes place during a time when
many nurses were participating in the civil rights
movement, while others, especially in the South,
maintained the status quo of segregation in nursing schools and hospitals.25 She came of age—­
personally and professionally—during turbulent
times in the country’s history. Lacey described
how when she grew up, “You were taught not to
walk in front of a white person.” She recognized
that it might be difficult for some today to understand this kind of racism:
Some students now would say they would
not take it . . . but then you would not have
any recourse. . . . Looking back to understand what it really means talking about
equity and equality. . . . Those words were
not part of a conversation . . . even the willajnonline.com
ingness to have this kind of conversation . . .
it was a different time. . . . But it is time now
to have these kinds of conversations . . . folks
are still angry . . . because of a remembrance
of a time when there was no equality.
Given the implicit bias that continues today and the
lack of diversity and inclusivity in nursing and
health care, Lacey believes that her story will give
nursing students a point of reference from which to
begin discussions about racism.
Her upbringing during segregation never
stopped Lacey from pursuing her professional
goals. In fact, it often made her more determined.
When asked what she would recommend to today’s
students, she said she hoped every nurse—no matter her or his ethnicity, race, religious beliefs, or
gender—would develop a strong sense of self, seek
opportunities to advance in education and practice,
and develop networks in which mentors and mentees can learn from and support each other. Above
all, she hoped they would learn about the past,
reflect on their own experiences, raise questions,
and broaden the historical narrative to include all
voices. “To understand things now,” she said, “you
have to go back to see the root of this anger.”
Including voices like Lacey’s in nursing history
adds to the body of knowledge about racism in the
profession and health care industry—topics that
are too often omitted from the historical record
and discussions. Knowing what we’ve chosen to
keep records of is the key to broadening history.
The voices of black nurse leaders like Lacey don’t
fit into a white-centric record of the profession
and thus bear examination and preservation as we
strive for the diversity and inclusion that is so necessary to the health of the population. Lacey’s history can help to start an authentic conversation
that permits us, as Fairman asserts, to “question
deeply held assumptions” and learn from different
perspectives.25 It’s our hope that Lacey’s story, as
told here, will spark such a ­discussion. ▼
Sandra B. Lewenson is a professor at Pace University in the College of Health Professions, Lienhard School of Nursing, Pleasantville, NY, and Ashley Graham-Perel is a clinical instructor in
medical–­surgical nursing at the New York University Rory Meyers College of Nursing and a doctoral candidate, nurse executive
role, at Teachers College, Columbia University, New York City.
Contact author: Sandra B. Lewenson, slewenson@pace.edu. The
authors have disclosed no potential conflicts of interest, financial
or otherwise. A podcast with Bernardine Lacey and lead author
Sandra B. Lewenson is available at www.ajnonline.com.
REFERENCES
1. American Association of Colleges of Nursing. Enhancing
diversity in the nursing workforce. Washington, DC; 2019
Apr. Fact sheet; https://www.aacnnursing.org/Portals/42/
News/Factsheets/Enhancing-Diversity-Factsheet.pdf.
2. Sullivan Commission on Diversity in the Healthcare Workforce.
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ajn@wolterskluwer.com
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