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Timeline continued from

100 Years and Counting

Julia Miller, a US Public Health Service consultant (second from left), conducted a survey of Emory University and the Atlanta community to determine the feasibility of a university school of nursing at Emory. In 1943, she was named director of the school and nursing service at Emory Hospital.

The Emory Unit was reactivated during World War II. The unit included nurses like Nina Rusk Carson, 35N, 51G, former dean of women at Emory and a chief nurse in maxillofacial surgery at the time of the war’s outbreak. Stationed in Northern Africa and then Europe, the unit established one of the military’s first ICUs in France. On the home front, Nell Hodgson Woodruff recruited Red Cross volunteers for Emory University Hospital and worked there herself to fill in for staff nurses serving in the military.

The nursing school began to offer a baccalaureate-degree program and was renamed Emory University School of Nursing, with Miller serving as dean. The program required two years of arts and sciences education for admission, followed by two years of professional nursing education. Graduates received a bachelor of science in nursing (BSN) degree, part of a national movement to elevate the professional requirements and stature of nursing.

Nell Hodgson Woodruff presented the first Nell Hodgson Woodruff Award to Mary Hall, 49N, 62MN, 83PhD, to honor an outstanding graduating senior. (Hall later taught public health nursing at Emory and served as interim dean.) Thus began the tradition of the Silver Bowl Award, presented today by the Nurses Alumni Association to a baccalaureate student and by the Associates to a graduate student at graduation.

Ada Fort became dean, serving until 1976. During her 25-year tenure, Fort propelled the school forward in nursing practice, education, and administration. In 1972, she founded a nonprofit organization known today as Global Health Action, which trains health care workers in more than 70 countries.

The last diploma class graduated. Concurrent with the baccalaureate program, the School of Nursing continued to offer a diploma program until 1949.

The School of Nursing offices moved from Emory Hospital to the Bartholomew Professional Building on Clifton Road, the present site of Children’s Healthcare of Atlanta at Egleston. Classrooms remained
in the hospital.

Supported by grants from the Kellogg Foundation and the Commonwealth Fund, the School of Nursing began a graduate program leading to the master of nursing degree. It was the first such program in the Southeast. Also, President Dwight D. Eisenhower (right) appointed Nell Hodgson Woodruff (left) to the US delegation of the World Health Organization. The appointment was a testament to Woodruff’s leadership role in nursing. Years later, Dr. Marla Salmon held this role in 1995 before becoming dean in 1999.

The School of Nursing moved to “temporary” quarters in Annex B (shown below) on the present site of the Goizueta Business School. The nursing school remained there for
13 years.

The length of the BSN program was increased from two to three years, making the total nursing program five years long. A visit by Mary Clark Rockefeller led to the organization of the Associates, a group of women dedicated to the promotion of the school. Among the original group were Nell Hodgson Woodruff; her niece, Nell Woodruff Hodgson Watt (“Little Nell”); and Mrs. Henry Bowden, the first president.

Lt. Keith Howard Taylor became the first male student admitted to the graduate program.

Verdelle Bellamy (left) and Allie Saxon, both 63MN, entered the graduate program as the first African American students in the school and the first full-time African American students at the university. Dean Ada Fort and Emory Board of Trustees Chair Henry Bowden fought valiantly to admit both students.

The Alpha Epsilon Chapter of Sigma Theta Tau International, the nursing honor society, was established.

Emory’s Board of Trustees renamed the School of Nursing in honor of Nell Hodgson Woodruff.

In January, Woodruff attended the groundbreaking of the new School of Nursing Building on Asbury Circle. She would not live to see it completed, dying of a cerebral hemorrhage five days later. Also that year, Francis Creegan enrolled as the first male BSN student.

The School of Nursing moved into its new building behind Emory Hospital. The BSN curriculum was changed to an integrated format and shortened to four academic years and one summer. Along with nursing courses, students were enrolled in anatomy, physiology,
biochemistry, microbiology, and pharmacology, taught by Emory School of Medicine faculty.

Bob Isom, the first African American male in the BSN program, graduated. A year earlier, Mackie Norris became the first African American woman on the faculty.

Dr. Edna Grexton became dean of the School of Nursing, serving until 1984. Two years later, Dr. Clair Martin was appointed dean, serving until 1992. Under their leadership, the school specialized in nursing administration and education and the preparation of nurses for increased hands-on patient care as clinical nurse specialists and nurse practitioners.

The school discontinued the use of navy blue uniforms for BSN students. Also, the NEAT (Nursing Employment and Tuition) program was initiated with Emory, Crawford Long, and other hospitals. Students defrayed part of their tuition by working for one of the hospitals after graduation.


The Metropolitan Atlanta Community Foundation gave $1 million to the nursing school to establish the Edith F. Honeycutt Chair of Nursing. The chair was named for the 1939
alumna (top left) who was a pioneer in oncology nursing at Emory and who served as a private nurse to the Woodruff family. Dr. Deborah McGuire (top right), a researcher in cancer pain and symptom management, became the first holder. Today, Drs. Jo Ann Dalton and Kathy Parker hold Honeycutt Chairs. Also in 1990, the Independence Foundation endowed a chair in nursing education. Dr. Ora Strickland (bottomw) was its first holder. Dr. Maureen Kelley currently holds an Indepen-dence Chair.

Dr. Dyanne Affonso was appointed dean, serving until 1998. During her tenure, the university approved plans to construct a new nursing school building and establish a doctoral program focused on nursing research.

Dr. Marla Salmon, former director of the Division of Nursing in the US Department of Health, was appointed dean. Under her leadership, enrollment has grown, research funding has increased, and the school has broadened its efforts in service learning and international nursing. Later in 1999, three students enrolled in the school’s new doctoral program focused on clinical research.

Dr. Sandra Dunbar was appointed as the school’s
first Charles Howard Candler Professor of Cardiovascular Nursing. Distinguished faculty in different disciplines across the university hold these endowed professorships.

The School of Nursing moved into a new state-of-the-art building, which includes a teaching pavilion and clinical skills lab. The building is strategically located on the Clifton Corridor between the Rollins School of Public Health and the Centers for Disease Control and Prevention. Also, the school established the Lillian Carter Center for International Nursing to extend health care to vulnerable people through more effective nursing leadership and practice worldwide. Later that year, the school was awarded federal funding to establish the Center for Research on Symptoms, Symptom Interactions, and Health Outcomes. Directed by Dr. Kathy Parker, the center is one of only nine exploratory centers in the country funded by the National Institute of Nursing Research.

The School of Nursing received $5 million from The Helene Fuld Health Trust, the largest gift in school history. The gift supports fellowships for second-career students with an interest in serving vulnerable populations. The fellowships are also intended to help fill the critical shortage of nurses nationwide.

Dr. Caroline Constantin became the first student to receive a PhD. Also, US News & World Report ranked the school 26th overall and 8th among private nursing schools in the nation.

The School of Nursing was ranked 18th among more than 600 nursing schools and 6th among all private nursing schools for research funding from the National Institutes of Health. Also, the school began a dual-degree partnership with Agnes Scott College to attract students with a strong liberal arts background and an interest in nursing.

The School of Nursing launched a yearlong Centennial celebration. To date, approximately 10,000 Emory-educated nurses have led the way in patient care, public health, research, health education, and health policy around the world. Also, Dr. Sarah Freeman became the first holder
of the Betty Tigner Turner Professorship in Nursing.

homas Carlyle, British historian and essayist from the Victorian era, defined history in the most human of terms. “History is the essence of innumerable biographies,” he wrote. His words ring especially true for the individuals who have shaped the School of Nursing during its first century.
     In conjunction with the nursing school’s Centennial, retired nursing professor Rose Cannon is leading a project, “Hearing Their Voices: Conversations with Retired Nell Hodgson Woodruff School of Nursing Faculty.” Together, Cannon and two other colleagues have gathered oral histories from 14 Emory nursing leaders who have made a difference in the lives of their students and the profession. Here are some of their stories.

Agent of change

hirley Carey, 82PhD, is a child of the Depression. She learned early on the value of hard work, adaptability, and grabbing onto opportunities. “We were highly motivated,” says Carey, who retired in 1999 after serving 27 years on the nursing faculty.
     Since her first days in nursing, Carey has been a change agent. At the Catholic hospital in Texas where she first worked in laborand delivery, the “charity cases” were down at the end of a long hallway, while the private patients were closer to the nurses station. Carey organized a recovery room for labor and delivery to improve care. “I cannot send these women down to the far end of the wing,” she recalls saying. “They’ll hemorrhage down there.”
     Later, while working on her master’s project at Children’s Hospital of Buffalo in New York, she explored the problems of first-time mothers and multiparous women (those with other children) who breast-fed their infants. She found that first-time mothers experienced more severe role stress, anxiety, and depression than multiparous women who felt confident in the mothering role.
     “We started doing mother’s breast-feeding classes and taught them what to expect in the first couple of weeks at home,” Carey explains. “We set up an answering service that postpartum women could call in the middle of the night if they couldn’t get the baby to feed or needed someone to talk with during the night.”
     In 1971, Carey began a new career chapter at Emory, which hired her to teach graduate courses and develop the maternal and child health majors as a clinical focus. She also explored a new medium—educational filmmaking. Among her projects, she produced three highly respected films now in the National Library of Medicine to illustrate the use of SOAP noting, an improved method for charting patients, in maternal-infant care. With time, she became project director for a training grant in maternal and child health, which supported the development of the clinical nurse specialist role during a time of struggle and change within the field of nursing. Before 1973, US graduate nursing education focused on preparing teachers and supervisors. Master’s-prepared nurses did little physical assessment of patients—that was left to the doctors. The clinical nurse specialist role was a new concept nationwide that involved more direct hands-on patient care.
     After a tumultuous struggle to reform the curriculum, Emory’s graduate program was changed to a clinical nurse specialist focus with five majors: Adult Health, Psychiatric-Mental Health, Maternal and Child Health, and Community-Public Health.
     “The driving force behind the curriculum revision was that students needed to be change agents because the systems weren’t ready for them [as clinical nurse specialists],” Carey says. “Our first graduates had a really hard time on the job.”

     During the mid-1970s, Carey also helped develop the educational component for the nurse-midwifery service at Grady Memorial Hospital and helped integrate Emory midwifery students into the Grady service, which had been established by Emory faculty member Dr. Elizabeth Sharp several years earlier.
     In the process, Carey and other faculty worked to incorporate more intense science and clinical work into the Emory graduate nursing program to meet the requirements of its nurse-midwifery major. Ultimately, in 1976, the School of Nursing received funding for the nurse-midwifery major and another grant for some faculty positions to support it.
     In 1980, Carey postponed her doctoral work in educational leadership to work with Dr. Mary Hall in developing two new graduate majors in nursing administration and teaching. During the same time, Carey broke new ground as the first School of Nursing faculty member to hold a dual appointment in teaching and research. Working with Katherine Pope, the director of nursing at Crawford Long Hospital, Carey explored staffing strategies and conducted time and motion studies on units, noting how and where nurses spent their time. As Carey notes, “Crawford Long was able to get some new full-time positions on the units [because our studies showed] the nurses spent too much time running up and down the halls” as long as a city block.

     Looking ahead, Carey hopes the School of Nursing will continue to move into the mainstream of the university and broaden its worldview. “You don’t do that by cloistering in a building all by yourself,” she says. “I think my career reflects outreach, with helping develop dual-degree programs in nursing and business [now ended] and nursing and public health.”
     Under her guidance, students began taking electives outside the school with other graduate students in theology, law, business, and public health. “Mary Hall and I tried in our nursing administration curriculum to break out of the narrow nursing focus to gain a more worldwide view of the health care system,” Carey says.
“I think that is our legacy.”

Mental Health Pioneer

ometimes, you have to go backward to move forward. After graduating in 1937 from Teachers College at Columbia University, Rose Dilday bought a gray Plymouth coupe and drove it to Long Island to work as a public health nurse. Problem was, her first day on the job, she didn’t know how to drive in reverse. “The district supervising nurse had to teach me,” recalls Dilday, who retired as professor of nursing at Emory in 1979. Now, at age 90, she can look back on a long career spent helping move things forward, particularly in psychiatric and mental health nursing.
     In 1952, while working as the public health nursing supervisor for three New York townships, Dilday met a state mental health nurse consultant and was impressed. Instead of lecturing to expectant mothers and their families, the consultant guided them through a process to help them understand and resolve their problems. Intrigued, Dilday earned a master’s degree in psychiatric-mental health nursing consultation (her first degree was a BSN in nursing education) and joined New York state’s Department of Mental Hygiene.
     “My first assignment was to integrate mental health concepts into maternal-child health services,” explains Dilday. “My particular assignment was to train nurses in this new approach to expectant parent education.”
     Dilday enjoyed teaching other nurses. She consulted in her own district and throughout the state and also networked with mental health and psychiatry experts around the country. Those experts came to know Dilday. During the early 1960s, the Kennedy Administration awarded a mental-health planning grant to Georgia, which needed a nurse on its planning team. A colleague recommended Dilday, who joined the Georgia Mental Health Plan team in 1964. A year later, Emory launched a new graduate program in psychiatric-mental health nursing (the first such graduate program in the state). Dilday served as
an adjunct faculty member for the program and touted its value throughout the state. She was part of an interdisciplinary initiative to decentralize the state mental health hospital in Milledgeville and understood how important master’s-prepared psychiatric nurses were in providing services in the community.

     “The goal was to get patients out of warehousing, get them near their families and get the community mental health people to accept responsibility for them,” she says.
     Dilday joined Emory’s nursing faculty full-time in 1968 when she accepted an offer from Dean Ada Fort to direct Emory’s graduate program in mental health nursing.
     In her new role, Dilday maintained a strong relationship with the state and with the Department of Psychiatry in Emory’s medical school. She brought in national experts, including psychiatric nursing pioneer Hildegard Peplau, to lecture to students. She chaired the psychiatric-mental health program for undergraduate and graduate students (supported by “excellent faculty,” emphasizes Dilday) and coordinated a number of first-time courses. She introduced the nursing seminar to teach small groups of undergraduates. And she was the first faculty member to place graduate nursing students in community health centers for clinical experience. In addition, Dilday secured more than $2 million in training grants from the National Institute of Mental Health. Later, she coordinated courses in continuing education, chaired national symposia, and developed an impaired nurse program, among the first in the country.
     Through it all, Dilday often looked backward to move ahead. “The thrill of education for me was to be able to envision the end product. You start with the question, ‘How do you get a person to function a certain way, or what does that person need?’ and then work backward from there.”

The Associates' Personal Touch

     Mary Arnold and Neenah James have never met, yet their lives are forever linked.
     Arnold, 99, of Thomaston, Georgia, is the oldest member of the Associates, a group of dedicated women who support the School of Nursing. James, a former rock singer, is a nursing senior aided by an Associates scholarship. “I’m more like a fifth- or sixth-career student,” James says. “I started out wanting to be an orthodontist.”
     Like other Associates, Arnold has a deep appreciation for nursing. She owes her life to the two nurses who cared for her when she had typhoid fever as a young child. Years later, Arnold came to know Emory through its patient care and by joining the Associates. “I was entranced by the nurses who spoke about their lives,” she says.
     The Associates were born in 1959 following a visit to Emory by Mary Clark Rockefeller, who advocated that women become involved in university programs. The group began with a core of 12 women, including Nell Hodgson Woodruff; her niece, Nell Woodruff Hodgson Watt (“Little Nell”); and Ellen Bowden, wife
of Emory alumnus Henry Bowden, then chair of Emory’s Board of Trustees.
     Today, the group funds annual scholarships and takes time to hand out treats to students on Halloween and Valentine’s Day. (Those duties belong to the committee known as APT—Associates Personal Touch.) They also present a Silver Bowl Award to an outstanding master’s degree student at graduation. Currently, 80 members serve the group, including Eleanor Richardson, former state representative; Elizabeth Harris, former first lady of Georgia; and Berta Laney, former first lady of Emory.
     James was among the more than 200 students who stopped by the Associates’ goody table on Valentine’s Day. After graduating in May, she plans to work in critical care nursing and eventually
volunteer to care for underserved populations in the United States and abroad. “I wanted to put my efforts into something that actually made a difference and did some good at the end of the day,” says James of her career choice. “I wanted to make someone else’s life a little better.”

Full Circle

taying home didn’t last long for Dr. Mary Hall, 49N, 62MN, 83PhD, who retired in 1990 after a career teaching public health nursing and administration at Emory. “I just had to get back to my nursing,” says Hall, 77.
     So she took a job coordinating the Children First Program for the College Park/East Point region of the Fulton County Health Department. One or two days a week, she visits high-risk infants in their homes and teaches mothers and families how best to care for them. “The far-reaching impact you can have as a public health nurse has always been my motivation,” she says. “I’ve just recycled myself.”
     Teaching is the thread that runs throughout her career. When she visits the homes of young mothers, she arrives to assess the baby’s health but ends up teaching each family member
by example.
     “Telling and preaching don’t work,” she says. “Bedside manner and communication skills are crucial in nursing. We are caring for our patients, whether it’s in a hospital or in their homes, not dictating to them.”
     Hall has learned these lessons through experience. Her personal turning point hinged on the words of Julia Miller, dean of Emory’s School of Nursing, in 1945. Hall was an undergraduate
at the Georgia State College for Women in Milledgeville, where Miller visited to discuss careers in nursing. “She sold me on the School of Nursing at Emory and the idea of the baccalaureate nursing degree. Otherwise, I might have simply attended [a diploma program] and become a nurse that way.”
     Eventually, Hall earned not only a BSN degree at Emory but also a master’s degree in public health nursing. When the School of Nursing received a grant to expand the public health nursing curriculum, she was hired to the faculty.
     The grant also helped start the Emory Community Nursing Service. Former Dean Ada Fort was the impetus behind the program, which provided nurses to manage chronic illness in the home. Unpopular with local physicians at first, the program paved the way for a new breed of independent, highly skilled nurses trained to take charge and provide excellent care. It went hand in hand with the concept of the family nurse practitioner, then a revolutionary idea.
     “Ada was visionary about that,” says Hall. When Fort retired as dean, the program ended, but it was too late to stem the tide. Family nurse practitioners were becoming commonplace and more widely accepted. In 1974, Hall wrote a grant that later evolved into the graduate-level family nurse practitioner specialty.
     “There was great discussion, even among the nursing faculty, about the fact that the program followed a medical model,” she says. “Nurse practitioners require an in-depth background knowledge of disease, which nurses had not focused on in the past. But we had the backup of some key medical school faculty. They gave our medical lectures, and everyone soon recognized
our value.”
     In 1978, Hall received a grant to fund several community-based clinics, including Johnson Ferry East, a low-income public housing project in DeKalb County. These facilities served as practice centers for public health nursing students and faculty.
     In 1983, Hall completed her doctorate. (Her major interest was health policy and its evaluation.) A year later, she was named interim dean, a role she held for almost two years.
     By the time she retired, Hall had become a full professor and served as chair of the Division of Community Health Nursing. Her current position with Fulton County is “Public Health Nurse II,” a title not nearly as grand as “interim dean” or “professor.” But she remains just as proud of her current role nonetheless. “When former students have supervised me in this program, I am so pleased,” she says. “They’ve shown me I did my job well as a teacher.”

Early Intrigue

r. Jane Mulaik came to nursing through both nature and nurture, thanks to her mother, who worked as a nurse at a Louisville hospital during World War II. Mulaik, who retired as an Emory nursing professor in 1995, was in high school when she observed her mother on the job. “She was an evening supervisor and covered the entire hospital,” Mulaik recalls, “so I trotted along with her to see what she did. Watching her work with patients really had me intrigued.”
     Also fascinated by chemistry, Mulaik took time off from college to work at a DuPont laboratory. “I discovered that to do anything in chemistry, you had to have a PhD,” she says. “I thought, ‘Well, a PhD—not me.’ ” Little did she know she would eat those words one day.
     Mulaik did earn a bachelor’s degree in chemistry and a master’s degree in psychiatric-mental health nursing and initially taught nursing at the University of Utah, where she got her first taste for research by collaborating on a nursing performance study.
     After joining Emory’s nursing faculty to teach mental health in 1970, Mulaik eventually taught students enrolled in the new RN to BSN program. Developed by Rose Dilday, Jean Megenity, Bette McNeely, and other faculty in the 1980s, the program—somewhat controversial at the time—enabled nurses with a diploma or an associate degree to earn a baccalaureate degree. Other changes followed.
     In the 1980s, when the nursing school, like the rest of the university, began to emphasize research, Mulaik completed her PhD and joined with other faculty to create a research culture.
     “We started with a group of people to do research on touch,” Mulaik says. This area of study originated with Megenity, an Emory professor in maternal-child nursing, and involved faculty from Emory and Georgia State Univer-sity and students from Emory.
     “We did a study of nurses’ response to touch, how they felt about it, and how they thought patients responded,” Mulaik explains, “and then we did a second study of patients and how they felt about nurses’ touch.” Mulaik also collaborated on a study on medication compliance in psychiatric patients. “We found that patients were less disturbed about side effects than they were about feeling different from everybody else. They wanted to be out in the community and society, and they felt the medications in part said they were ill and not like those around them.”
     Even with the demands of research, faculty and student relationships in—and outside—the classroom never faltered. Mulaik participated in the Nurse Today Band, a group of faculty and students brave enough to play instruments they hadn’t touched in years. And she and colleague Dr. Maggie Gilead once beat the pants off their students in a lively round of Trivial Pursuit.
     As a nursing school veteran, Mulaik has seen the school evolve considerably, with today’s student body more diverse in age, race, and gender. Most students live away from campus, which wasn’t always the case. “They have separate lives from the nursing school, and so they are devoted to their other lives as well as to nursing,” says Mulaik. “So it’s not as easy to bring people together.”
     Through all of its changes, Mulaik believes the School of Nursing has contributed to the university’s legacy in important ways. Ultimately, it has shown “that nurses are bright, educated, and courageous people who have something to offer.”

Fireside Companions

Students who attended the Wesley Memorial Training School for Nurses beginning in 1905 often had company in their dormitory rooms on cold winter nights. Their unlikely companions didn’t raise even one disapproving eyebrow or shriek of protest.
“The student nurses brought up buckets of coal from the basement of their residence for the fireplace,” explains Edith Honeycutt, 39N, 04H, who is a fountain of wealth when it comes to School of Nursing history. “It was the only heat they had after a long day’s work and allowed them to sit by the warmth of the fireplace while they studied in their rooms. The very large rats were definitely not pets but often tried to share the warmth.”
Today, the School of Nursing has only one rat in residence. The toy
replica, which belongs to Dean Marla Salmon, sits on the fireplace hearth
in the main board room in honor of its real forebears at Wesley Memorial.

—Pam Auchmutey


A Living Legend

t age 79, Mary Woody remains a striking figure in more ways than one. Just over
6 feet tall, silver haired, and plain-
spoken, Woody has been an innovative leader in nursing administration and education for more than 40 years. Her concern for patients, students, colleagues, and community evolved from her early experiences in nursing and
her family ties to Lafayette, Alabama, where she grew up on a farm and her father ran a gristmill and store.
     “I never did really work on the farm, but I always helped in the store,” recalls Woody, the youngest of six children. “One time we decided to pick some cotton, so my mother made us some cotton sacks. I think we lasted about 30 minutes.”
     Except for picking cotton, Woody has never shied away from hard work. Fresh out of high school, Woody took her first train trip to New Orleans to earn a diploma in nursing at Charity Hospital. After graduating in 1947, she held a variety of nursing positions—caring for her mother following cataract surgery, testing Alabama residents for syphilis, working long shifts at the hospital in Lafayette, caring for polio patients at a hospital in New York City, and serving as a staff nurse at the VA hospital in Montgomery, Alabama.
     As a young nursing student, Woody “knew I could do more than we were ever allowed to do.” That desire led her to complete her baccalaureate and master’s degrees in nursing at Teachers College at Columbia University. Eventually, Woody returned south again in 1956 to join Emory University Hospital, serving as a nursing administrator for 13 years. Her leadership led to major improvements in patient care, including patient education and implementation of the revolutionary principle that all patients admitted should have an RN responsible for their care.
     In 1968, Woody was named director of nursing at Grady Memorial Hospital, where she helped create innovative programs, including a diabetes day care program using nurse practitioners, a nurse-midwifery service, specialized nurse-run clinics, and a patient education program. She also influenced coronary care and intensive care nursing in the South. As nursing care became more specialized, she was one of the first administrators to seek out advanced practice nurses at Grady and later at Emory.
     Woody took on another new challenge in 1979 as founding dean of Auburn University’s School of Nursing. During her five-year tenure, she developed a practice-oriented baccalaureate program that quickly received national accreditation and put the school on a firm foundation.
     While serving as dean had its rewards, it took Woody away from patient care, and when Emory Hospital sought her as director of nursing, Woody returned to Atlanta in 1984. She also served as associate dean of the School of Nursing. Together, Woody and Dean Clair Martin established a collaborative model enabling hospital nurses to teach students and nursing faculty to maintain a clinical practice. “We both profited,” Woody says.
     “Collaboration” has been part of Woody’s nursing vocabulary from the beginning. “It’s working together—nurses, doctors, therapists, families, chaplains—that makes things work,” she adds. “You do it with your heart and mind and soul.”
     As a result, Woody established additional roles for Emory Hospital nurses in transplantation medicine, pain, and incontinence management. She also knew where the buck stopped.
     “Mary always cuts through to what is right,” said Eleanor Lambertsen, former nursing dean at Teachers College, when Woody retired. “She doesn’t have to think about the ‘ethical’ thing to do. She doesn’t think about what ought to be done. She thinks about what is right for the patient.”
     Woody served one year as interim dean of the School of Nursing before retiring from Emory in 1993. She continued to receive accolades for her work. In 1997, the American Academy of Nursing honored her with its Living Legend Award, the profession’s highest honor. In 1999, she received the Marie Hippensteel Lingeman Award for Excellence
in Nursing Practice from Sigma Theta Tau International and was named one of 50 “Women Pioneers in Health Care in Georgia” by the state.
     Woody continues to serve her profession. She is a familiar sight at School of Nursing events and remains active with the Associates, whose members provide scholarship support for nursing students. It is one of many roles she has held for one basic reason: “I love nursing and Emory.”

Pam Auchmutey is editor of Emory Nursing magazine. Valerie Gregg is a freelance writer and former editor of Public Health magazine.

Labor of Love

Hearing Their Voices: Conversations with Retired Nell Hodgson Woodruff School of Nursing Faculty” includes interviews with 14 faculty and alumni leaders. They are Dr. Shirley Carey, 82PhD; Ms. Rose Dilday; Ms.Betty Daniels, 51N, 67MN; Dr. Ada Fort; Ms. Patsy Getz, 52N, 58MN; Dr. Mary Hall, 49N, 62MN, 83PhD; Ms. Edith Honeycutt, 39N, 04H; Dr. Elizabeth Mabry; Ms. Harriet McDonald, 32N, 51N, 57MN; Dr. Jean Megenity; Dr. Jane Mulaik; Ms. Barbara Reed, 57N, 79MN; Ms. Barbara Reich; and Ms. Mary Woody.
     Drs. Rose Cannon, Maggie Gilead, and Sally Lehr conducted interviews for
the oral history project, funded by the School of Nursing, from 2000 to 2004.
The interview with Fort, who died in 1998, was conducted by Joan Raines in 1988. Megenity, whom Cannon interviewed in 2000, died in 2002.


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