FNU students are eligible to transfer a maximum of ten (10) credits into their program of study if the credits were earned at a regionally accredited institution of higher learning and nursing courses earned in an ACEN or CCNE accredited program that was accredited at the time the courses were completed and meet the following criteria:
- Only didactic MSN, PGC, and DNP courses may be transferred. Clinical and DNP project courses may not be transferred.
- Transferred courses must meet comparable course objectives, essentials, and competencies as are included in the FNU course (example: if a course is transferred into the DNP, the course must contain doctoral level content and must contain course objectives that are comparable to those of FNU’s DNP courses) . Courses submitted for credit for advanced pathophysiology, advanced pharmacology, or advanced physical assessment must be offered as part of a nurse practitioner or nurse-midwifery program.
- Courses will be eligible for consideration of transfer credit if the student has completed a course with a B or better with equivalent content in a prior academic graduate program.
- Courses must total the number of workload credits of the FNU course, e.g. if the intended FNU course awards 3 semester credits, the total number of credits from the transferred course(s) must equal 3 semester credits. The conversion of quarter credits to semester credits will be done by dividing the number of quarter credits by 1.5.
- Coursework completed on a pass/fail or satisfactory/unsatisfactory basis will not be considered for transfer unless the course was only offered to students on a pass/fail or satisfactory/unsatisfactory basis and it is clear from the transcript that a pass or satisfactory grade is equivalent to a B or better.
- Graduate level courses applied to undergraduate degrees are not eligible for transfer.
- Variables that influence course transfer include the age of the course and the student’s certification and clinical practice experience. To be considered for transfer:
- MSN/PGC: courses (1) must be part of a previously completed graduate degree OR (2) be less than or equal to two years old at the time of admission. Approved transfer credit that was not part of a previously completed graduate degree will affect the maximum allowable date for program completion. Approved transfer credit that was not part of a previously completed graduate degree must be no older than five years at the point of completing the FNU MSN degree or PGC program. The latest date for degree completion will be communicated by the Department Chair or Program Director who is approving the transfer credit.
- DNP: courses (1) must be part of a previously completed graduate degree, OR (2) be less than or equal to five (5) years old at the time of admission. DNP level courses that were not part of a previously completed graduate degree and are older than five years may be considered on a case-by-case basis as determined by the DNP Program Director.
Students are allowed to apply a maximum of ten (10) credit hours earned via course transfer, and gap analysis combined. The accumulated total of course transfer, gap analysis, and program of study (POS) adjustments may not exceed two-thirds of the degree requirements.
Students may submit one to two previous courses to transfer for a single FNU course, e.g. submitting a biostatistics course syllabus and an epidemiology course syllabus to transfer for the FNU Epi & Biostatistics course. More than two previous courses intended to transfer for a single FNU course will not be considered for transfer credit. Students with a content background in a particular subject but who do not have a specific course to transfer should consider the Challenge Policy for Academic Courses.
Grades from transferred courses do not factor into the FNU GPA. The course transfer fee for review of materials is assessed, whether or not a course is accepted for transfer credits. Transfer credits are to be calculated in determining Satisfactory Academic Progress.
Students are strongly encouraged to submit all transfer course requests prior to attending Bound orientation. Students should not register for a course for which they intend to request transfer credits until the transfer course review has been completed by the Department Chair or Program Director. There is no appeal process for declined transfer credit; the decision of the Department Chair or Program Director is final.
If a student registers for a course and subsequently requests transfer credit for the same course, the student will be responsible for meeting all university deadlines regarding course registration and payment, including the course add/drop deadline, course withdrawal deadline, grading policies, and tuition refund policies. If a student receives a final grade of F in an FNU course, requests for transfer credit review for previously completed coursework to replace the failed course will not be considered.
There is no appeal process for declined transfer credit; the decision of the Department Chair or Program Director is final.
Courses that are eligible for consideration of transfer credit include:
MSN & PGC
* NM700 Role of the Nurse-Midwife (3)
* NP700 Role of the Nurse Practitioner (3)
* PC705 Advanced Pathophysiology (3)
* PC707 Advanced Pharmacology Across the Lifespan (3)
* PC716 Advanced Physical Assessment, Clinical Reasoning, and Documentation (4)
* PC719 Psych Concepts for APRNs (3)
DNP
* PC702 Population Health (3)
* PC711 Nurse as Educator (3)
* PC718 Evidence Based Practice (3)
* PC727 Ethics and Health Policy (3)
* PC728 Leadership and Organizational Dynamics (3)
NOTE that graduate level Pathophysiology, Pharmacology and Physical Assessment are requirements for admission into the PGC. These courses do not count toward the allowable 10 credit hour limit for a PGC student.
Clinical and DNP project courses are not eligible for transfer.
Course Transfer Procedure
- The student reviews the FNU Course Descriptions and FNU syllabi prior to applying for transfer. Course descriptions can be found in the FNU Catalog and the most recent FNU syllabi can be accessed via the FNU Portal.
- The student notes any course(s) that are similar in content and credits to graduate level courses previously completed in a graduate level program that meets all of the criteria listed in the policy above.
- For each course that is to be reviewed for transfer, the student submits a completed Course Transfer Form, Official Transcript (if not already submitted at the point of Admission to FNU), Course Description and Course Syllabus to the Registrar for the course being considered. If the course syllabus does not indicate the topics covered, the student must submit appropriate supplemental documentation.
- The student remits the transfer review fee.
- The Department Chair or Program Director reviews the submitted materials and confers with the student if needed. The Department Chair or Program Director will notify the student, Registrar and Academic Advisor of the decision.
Transferability of Frontier Credit to Other Institutions
Frontier Nursing University develops the curriculum based on a policy which assigns workload for a credit hour. This definition of a credit hour at FNU is found in this catalog under Assignment of Credit. This standard along with the institutional accreditation of FNU provides an increased possibility that credits would be able to be transferred to another institution. That said, students should be aware that transfer of credit is always the responsibility of the receiving institution. Any student interested in transferring credit hours should check with the receiving institution directly to determine to what extent, if any, credit hours can be transferred.
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).