Students help one another prepare for a lesson in simulation center

Diversity, Equity and Inclusion

Changing U.S. demographics, diversity-focused health care systems and persistent health inequities—both domestic and international—are the forces that spurred an initiative accelerating and expanding GW Nursing’s diversity, equity and inclusion efforts. 

Led by a charge by Dean Jeffries and co-chaired by Associate Professor Sandra Davis and MSN Program Associate Christine Yeh, an advisory council was tasked in spring 2017 using the American Association of Colleges of Nursing position statement on diversity, equity and inclusion as a guide for developing recommendations to promote those issues throughout the school. 

The school's strategic and evaluation plans are centered on the themes of diversity, equity, inclusion and social justice and are tailored to focus on four areas: leadership and accountability; recruitment and retention; social transformation; and education, research, scholarship and service.

Diversity Statement

The George Washington University School of Nursing cultivates excellence in teaching and learning, research and service through equal access to resources, opportunities and advancement for all members of our community. We foster a culture in which we acknowledge, discuss and address privilege to increase success among marginalized people. Our community commits to engaging in the dynamic process of promoting equity and social justice.  

  • Sandra Davis - Assistant Dean for Diversity, Equity and Inclusion
  • Kimberly Acquaviva
  • Erin Athey
  • Evette Becker
  • David Biglari
  • Kristen Cabrera
  • Karen Dawn
  • Maritza Dowling
  • Adriana Glenn
  • Dana Hines
  • Karen Kesten
  • Jenny McCauley
  • Karen Wyche
  • Christine Yeh
  • October 24, 2017 – Diversity, Equity and Inclusion Town Hall Meeting
  • October 25, 2017 – Launch of the Diversity Climate Surveys for Students, Faculty and Staff
  • January 31, 2018 – Diversity Retreat

Acquaviva, K., and Mintz, M.  (2010). Are we teaching racial profiling?: The dangers of subjective determinations of race and ethnicity in case presentations. Academic Medicine, 85 (4): 702-705. https://www.ncbi.nlm.nih.gov/m/pubmed/20354391/

Davis, S. & Chapa, D. (2015). Social determinants of health: Knowledge to effective action for change. The Journal for Nurse Practitioners, 11(4), 424-429. http://www.npjournal.org/article/S1555-4155(15)00100-2/abstract

Wyche, K. F., & Miles-Cohen, S. (in press). SES, social class, subjective social status and subjective well-being: Examples of women’s  appraisals of their health and work. In C. Travis & J. White (Eds). Handbook of the psychology of women. Washington, DC: American Psychological Association

 


"It is important that students are educated in learning environments that are representative of the diverse population they will serve and where their assumptions are challenged and perspectives broadened."

Dr. Sandra Davis

Assistant Dean
Diversity, Equity and Inclusion