Applicants must meet the following criteria for admission to Frontier Nursing University’s MSN Program:
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- Be a registered nurse with educational preparation from a regionally accredited institution whose nursing programs are accredited through ACEN, CNEA or CCNE at the time of graduation. To check your program's accreditation, please visit the U.S. Department of Education accreditation site.
- Registered nurses with a baccalaureate or higher degree in nursing will be considered for admission to the MSN Program.
- Registered nurses without a baccalaureate or higher degree in nursing, who have graduated from an associate degree nursing program and have a bachelor’s degree in another discipline, will be considered for admission to the MSN Program with the additional requirement of a portfolio of relevant employment and academic experience.
- Be a registered nurse with a current, active license in the United States with no encumbrances on any active RN license. If assignment to a clinical practice site requires that the student practice in another state, then the student is required to meet licensing requirements according to statutes and obtain the appropriate license.
- Have one year of Registered Nursing Experience. For RNs with less than one year of RN experience, the Admissions Committee may consider other significant experience in health care including working as a doula, childbirth educator, and/or lactation consultant.
- Applicants whose primary language is not English and/or who have completed their tertiary education (level equivalent to U.S. college or university) in a non-English speaking institution, must take the internet based TOEFL (IBT) and achieve the following minimum scores: Reading 22, Listening 22, Speaking 26, and Writing 24. To be considered official, test scores must be sent directly from the testing agency to the University. Frontier Nursing University's TOEFL code is 5692. Please provide this code to TOEFL when taking the exam to ensure test results are expedited to the University.
- International MSN and PGC Clinical Sites - Due to regulatory, credentialing, workload, and financial considerations, students enrolled in the MSN or PGC clinical courses are required to complete all clinical requirements within the continental United States (US) and the Hawaiian islands. MSN and PGC students may contact their Clinical Director for further clarification of this policy. The US territories which include Guam, US Virgin Islands, Puerto Rico, and US military bases not located in the continental US are considered international sites and will not be approved for MSN or PGC students.
- Have a cumulative GPA of 3.0 or higher from the most recent degree earned in nursing or a related field.
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- Applicants who have a GPA of 2.80-2.99 from the most recent degree earned in nursing or a related field are required to provide a statement supporting their application (the minimum grade to pass any FNU course requires a 3.0 GPA). The statement should include the circumstances which contributed to the previous GPA, factors that have changed to allow academic success at FNU, and subsequent academic successes, such as completion of a Certified Nurse credential. In addition to the statement, supporting documentation and/or references testifying to the applicant’s academic potential (maximum of 3) may be reviewed by the Admissions Committee.
NOTE: For ease and convenience, Frontier Nursing University will request transcripts on an applicant’s behalf. Applicants will complete transcript release form(s) that will be submitted to applicable colleges and universities.
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Please be advised, a background check is required for applicants once they have accepted their Offer of Admission.
HEALTH ASSESSMENT
Health Assessment (HA) is not included as a core course on the programs of study but is a course requirement.
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- Applicants having successfully completed a three (3) credit HA course taken at a regionally accredited institution may not be required to take this course with FNU. Please submit a final and official transcript for verification that HA meets FNU requirements. A course syllabus may be requested upon admission to assist in this evaluation.
- Applicants who have NOT successfully completed HA will have the N400 Health Assessment course incorporated into their program of study and will take this course at FNU.
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Applicants who meet the minimum requirements are evaluated individually. The FNU Admissions Committee makes all admission decisions.
FNU no longer requires that applicants have statistics or that they must take statistics in their first term here if they have not taken it within the last 10 years.
QUESTIONS?
Rolling Admissions Process
FNU uses a rolling admissions process versus a standard admissions process. Applicants can learn the status of their application as soon as four to five weeks after complete and valid application materials are received by FNU’s Admission Services.
For program inquiries or questions regarding qualifications for admissions, please review our Admissions FAQ or contact our admissions counselors at FNUadmissions@frontier.edu or 859-279-0890.
Carrie Belin is an experienced board-certified Family Nurse Practitioner and a graduate of the Johns Hopkins DNP program, Johns Hopkins Bloomberg School of Public Health, Georgetown University School of Nursing, and Johns Hopkins School of Nursing. She has also completed fellowships at Georgetown and the University of California Irvine.
Angie has been a full-scope midwife since 2009. She has experience in various birth settings including home, hospital, and birth centers. She is committed to integrating the midwifery model of care in the US. She completed her master’s degree in nurse-midwifery at Frontier Nursing University (FNU) and her Doctorate at Johns Hopkins University. She currently serves as the midwifery clinical faculty at FNU. Angie is motivated by the desire to improve the quality of healthcare and has led quality improvement projects on skin-to-skin implementation, labor induction, and improving transfer of care practices between hospital and community midwives. In 2017, she created a short film on skin-to-skin called 
Justin C. Daily, BSN, RN, has ten years of experience in nursing. At the start of his nursing career, Justin worked as a floor nurse on the oncology floor at St. Francis. He then spent two years as the Director of Nursing in a small rural Kansas hospital before returning to St. Francis and the oncology unit. He has been in his current position as the Chemo Nurse Educator for the past four years. He earned an Associate in Nurse from Hutchinson Community College and a Bachelor of Science in Nursing from Bethel College.
Brandy Jackson serves as the Director of Undergraduate Nursing Programs and Assistant Educator at Wichita State University and Co-Director of Access in Nursing. Brandy is a seasoned educator with over 15 years of experience. Before entering academia, Brandy served in Hospital-based leadership and Critical Care Staff nurse roles. Brandy is passionate about equity in nursing education with a focus on individuals with disabilities. Her current research interests include accommodations of nursing students with disabilities in clinical learning environments and breaking down barriers for historically unrepresented individuals to enter the nursing profession. Brandy is also actively engaged in Interprofessional Education development, creating IPE opportunities for faculty and students at Wichita State. Brandy is an active member of Wichita Women for Good and Soroptimist, with the goal to empower women and girls. Brandy is a TeamSTEPPS master trainer. She received the DASIY Award for Extraordinary Nursing Faculty in 2019 at Wichita State University. 
Dr. Sabrina Ali Jamal-Eddine is an Arab-disabled queer woman of color with a PhD in Nursing and an interdisciplinary certificate in Disability Ethics from the University of Illinois Chicago (UIC). Dr. Jamal-Eddine’s doctoral research explored spoken word poetry as a form of critical narrative pedagogy to educate nursing students about disability, ableism, and disability justice. Dr. Jamal-Eddine now serves as a Postdoctoral Research Associate in UIC’s Department of Disability and Human Development and serves on the Board of Directors of the National Organization of Nurses with Disabilities (NOND). During her doctoral program, Sabrina served as a Summer Fellow at a residential National Endowment of the Humanities (NEH) Summer Institute at Arizona State University (2023), a summer fellow at Andrew W. Mellon’s National Humanities Without Walls program at University of Michigan (2022), a Summer Research Fellow at UC Berkeley’s Othering & Belonging Institute (2021), and an Illinois Leadership Education in Neurodevelopmental and related Disabilities (LEND) trainee (2019-2020).
Vanessa Cameron works for Vanderbilt University Medical Center in Nursing Education & Professional Development. She is also attending George Washington University and progressing towards a PhD in Nursing with an emphasis on ableism in nursing. After becoming disabled in April 2021, Vanessa’s worldview and perspective changed, and a recognition of the ableism present within healthcare and within the culture of nursing was apparent. She has been working since that time to provide educational foundations for nurses about disability and ableism, provide support for fellow disabled nursing colleagues, and advocate for the disabled community within healthcare settings to reduce disparities.
Dr. Lucinda Canty is a certified nurse-midwife, Associate Professor of Nursing, and Director of the Seedworks Health Equity in Nursing Program at the University of Massachusetts Amherst. She earned a bachelor’s degree in nursing from Columbia University, a master’s degree from Yale University, specializing in nurse-midwifery, and a PhD from the University of Connecticut. Dr. Canty has provided reproductive health care for over 29 years. Her research interests include the prevention of maternal mortality and severe maternal morbidity, reducing racial and ethnic health disparities in reproductive health, promoting diversity in nursing, and eliminating racism in nursing and midwifery.
Dr. Lisa Meeks is a distinguished scholar and leader whose unwavering commitment to inclusivity and excellence has significantly influenced the landscape of health professions education and accessibility. She is the founder and executive director of the DocsWithDisabilities Initiative and holds appointments as an Associate Professor in the Departments of Learning Health Sciences and Family Medicine at the University of Michigan.
Dr. Nikia Grayson, DNP, MSN, MPH, MA, CNM, FNP-C, FACNM (she/her) is a trailblazing force in reproductive justice, blending her expertise as a public health activist, anthropologist, and family nurse-midwife to champion the rights and health of underserved communities. Graduating with distinction from Howard University, Nikia holds a bachelor’s degree in communications and a master’s degree in public health. Her academic journey also led her to the University of Memphis, where she earned a master’s in medical anthropology, and the University of Tennessee, where she achieved both a master’s in nursing and a doctorate in nursing practice. Complementing her extensive education, she completed a post-master’s certificate in midwifery at Frontier Nursing University.
Dr. Tia Brown McNair is the Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the American Association of Colleges and Universities (AAC&U) in Washington, DC. She oversees both funded projects and AAC&U’s continuing programs on equity, inclusive excellence, high-impact practices, and student success. McNair directs AAC&U’s Summer Institutes on High-Impact Practices and Student Success, and TRHT Campus Centers and serves as the project director for several AAC&U initiatives, including the development of a TRHT-focused campus climate toolkit. She is the lead author of From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education (January 2020) and Becoming a Student-Ready College: A New Culture of Leadership for Student Success (July 2016 and August 2022 Second edition).