Distance Education from the Birthplace of Nurse-Midwifery and Family Nursing in America
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, asking questions, and planning to be a successful Frontier student after returning home. Spring 2023 term begins April 10, 2023.
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, asking questions, and planning to be a successful Frontier student after returning home. Spring 2023 term begins April 10, 2023.
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, asking questions, and planning to be a successful Frontier student after returning home. Summer 2023 term begins July 3, 2023.
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, asking questions, and planning to be a successful Frontier student after returning home. Summer 2023 term begins July 3, 2023.
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, asking questions, and planning to be a successful Frontier student after returning home. Summer 2023 term begins July 3, 2023.
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, asking questions, and planning to be a successful Frontier student after returning home. Summer 2023 term begins July 3, 2023.
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, asking questions, and planning to be a successful Frontier student after returning home. Summer 2023 term begins July 3, 2023.
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, asking questions, and planning to be a successful Frontier student after returning home. Summer 2023 term begins July 3, 2023.
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
Subject to change due to COVID-19. Students begin their journey with an orientation to Frontier Nursing University. Time is spent learning skills needed for distance education, making lifelong friends, reviewing courses, […]
FNU Information
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.
With over 15 years of experience in public health and nursing, Nikia has dedicated herself to advancing reproductive rights and justice, birth justice, and midwifery. Her passion for midwifery shines through in her commitment to diversifying the workforce of midwives and birth workers, especially in the southern United States. As a fervent disruptor of the current healthcare system, Nikia is pioneering new models of care that prioritize midwifery and center the needs of Black and brown communities. Every day, she works Tirelessly to ensure that all individuals have the agency and resources to make informed decisions about their sexual and reproductive health.
At CHOICES Center for Reproductive Health, Nikia serves as the Chief Clinical Officer, spearheading initiatives that have led to the establishment of the first nonprofit comprehensive reproductive health care center, the first Black midwifery fellowship program and the city’s inaugural birth center. Beyond her clinical leadership, Nikia sits on the Board of Directors for both the American College of Nurse Midwives and SisterReach, Tennessee’s foremost Reproductive Justice organization.
Driven by a profound sense of purpose, Nikia Grayson is transforming the landscape of reproductive healthcare, leaving an indelible mark on the lives of those she serves and the communities she uplifts.
The first dancer to be named People Magazine “Women Changing the World,” and named InStyle Magazine Badass 50, Adidas “women reimagining sport,” CBS News “People Making a Difference”, and featured on Good Morning America and NBC Today, Marisa is an award-winning Transformational Movement Artist, Speaker, and Changemaker dedicated to creating a more inclusive just world where we can each feel alive, not just survive.
Marisa’s lived experiences of her body repeatedly not being accepted as a dancer, her Japanese American identity not fitting the box in many spaces, and surviving a stroke that initially paralyzed her from the neck down, eventually led her to create Infinite Flow, an award-winning nonprofit dance company that employs disabled and nondisabled artists with diverse, intersectional identities with a mission to use dance as a catalyst to dismantle biases and promote inclusion.
During the last year, Marisa was diagnosed with two invisible disabilities: PTSD and Autism. The diagnoses brought much clarity to the challenges she’s coped with throughout her life.
Marisa is passionate about transforming forward-thinking businesses through keynotes, performances, and content that inspire inclusivity and move hearts, bodies, and minds, so that their teams become more connected, purpose-driven, and alive. She has brought unique unforgettable keynote presentations and performances to some of the biggest enterprises in the world, including Meta, Apple, Red Bull, NBCUniversal, Deloitte, PayPal, International Monetary Fund, Farmers Insurance, Kaiser Permanente, Porsche, McKinsey & Co, Clifford Chance, amongst other brands. Marisa made history along with wheelchair dancer Piotr Iwanicki by becoming the first dancer to perform at Apple’s Steve Jobs Theater, sharing the stage with Apple CEO Tim Cook.
Since 2015, Marisa has led Infinite Flow to perform at over 160 events, from large global events to local school assemblies & community festivals. Heading the creative & artistic direction, Infinite Flow’s videos have tracked over 100 million views on Facebook alone. During the Covid-19 pandemic, Marisa spearheaded Infinite Flow to turn its in-person elementary school assembly program into a virtual program, launching Scoops of Inclusion, a 47-minute short film celebrating diversity and empowering kids to take an active role in creating a more inclusive world where we each feel we belong.
Marisa is bilingual and bicultural. She completed her BA & MA from Keio University, Tokyo. She is an Honorary Member (Distinguished Artist) of the International Association for Dance Medicine and Science. She is a speaker, thought leader, performing artist, and multi-dimensional creator on the rise, seeking to creatively inspire inclusion, innovation, and transformation through movement, dance, and storytelling.
More on Marisa at MarisaHamamoto.com.
Lucero, Robert J. PhD, MPH, RN, FAAN
Associate Dean for Diversity, Equity, and Inclusion
Professor of Nursing, and Audrienne H. Moseley Endowed Chair in Diversity, Equity and Inclusion
University of California, Los Angeles, School of Nursing
My research program focuses on improving health outcomes of vulnerable populations using innovative health systems and informatics approaches. Two prominent themes of my work are: enhancing the quality of care for hospitalized older adults and improving self-management of chronic health conditions among Hispanic, African-American, and LGBTQ+ populations. My research is distinguished by interdisciplinary team science, which bridges nursing, medicine, psychology, computer science, and engineering, health systems, communities, and other academic institutions.
My research is leading the way to inform infrastructure development for data-driven knowledge generation that serves as a model for organizations across the United States (US) to improve the quality of care for hospitalized older adults. I am leveraging electronic patient, clinical, and administrative data and data science methods to identify valid, modifiable factors that predict hospital-acquired falls (HAF), which affect annually approximately one million US hospitalized patients. Studies I have published show that, in 168 US hospitals, poor nursing care quality was associated with more adverse patient events, including HAF. Using artificial intelligence approaches with electronic health record (EHR) data, I have discovered a set of six new clinical and organizational factors that can predict HAF. These findings were among the most downloaded in 2019, and have widespread implications since hospital patient falls continue to be a significant clinical concern internationally in healthcare systems. My lab also explores the use of registered nurses’ (RNs’) progress notes, or text data on patient observations, to predict HAF. We were the first to publish that RNs’ notes contain information about clinical, environmental, and organizational factors that can predict fall risk. I am Principal Investigator (PI) of a 5-year $2.57 million award from the National Institute on Aging. This cutting-edge health systems project is exploiting the use of text and structured EHR data to validate predictors of HAF and hospital-induced delirium. This study will expand the University of Florida Health EHR research infrastructure for data-driven knowledge generation.
The other cornerstone of my research program is developing health information technology (HIT) to promote chronic disease self-management. I pioneered and published a HIT design approach, known as Consumer-centered Participatory Design (C2 PD). Unlike other design approaches, C2 PD provides public health and community-based organizations, academic researchers, and commercial designers with a theoretically informed approach that engages consumers throughout the development and evaluation of HIT. C2 PD builds on the strengths and resources within a community, promotes a collaborative learning and empowering process, facilitates collaborative partnerships, and incorporates four components of HIT design, namely; user preferences, functions, tasks, and representational requirements, to develop highly usable systems. We introduced this innovative approach and presented our findings to informaticians at the International Medical Informatics Association Nursing Informatics Congress in 2012. We demonstrated that using the C2 PD approach resulted in a highly useful and usable fall prevention self-management system for English- and Spanish-speaking older adults. Since then, multiple investigators of HIT development and systematic review articles have referenced the use of the C2 PD approach. The C2 PD approach has been the basis of my other funded studies, including a $2.8 million National Institute of Nursing Research and $1.0 million Agency for Healthcare Research and Quality award. I have disseminated further wide-ranging use of the C2 PD method, including creating a mobile Health (mHealth) application (app) interface for Hispanic caregivers of persons with dementia to self-manage chronic stress and burden and an mHealth app to support African American caregivers of children with chronic asthma and obesity. The lessons I learned developing the C2 PD approach are represented in a paper I co-authored that focuses on using HIT to engage communities to improve health and reduce health disparities in populations. This is significant to the work I am conducting among people living with HIV. A study I published showed that a large proportion (85.5%) of people living with HIV are interested in using a mHealth app that supports HIV self-management, including functions to identify health services, provide health tips and medication reminders, communicate with healthcare providers, track their mood and emotions, and engage in social networking. My lab is expanding this research with funding from the Health Services and Resources Administration (HRSA) and the Florida Department of Public Health to inform creating and testing a technology-enabled self-management intervention.
I have developed an independent and externally funded health services and informatics research program of over $8.85 million as PI. I publish in high impact journals and researchers and scholars in nursing, health services, and informatics cite my research regularly according to citation analytics (>1024, h-index:14, i10-index:18). Additionally, federal government agencies have recognized my research. I was a standing member of the Agency for Healthcare Research and Quality HIT Research review panel from 2016-2020, and served on multiple NIH Special Emphasis Review Panels. My peers have recognized the impact of my research nationally, and I am disseminating my research program internationally. I am a Fellow of the American Academy of Nursing and the New York Academy of Medicine. In 2019, I received a 3-year UF Term Professorship that acknowledged my academic accomplishments in shaping the UF College of Nursing and the nursing discipline. I am currently the Associate Dean for Diversity, Equity, and Inclusion; Professor of Nursing (with tenure); and, the Adrienne H. Mosely Endowed Chair in Diversity, Equity and Inclusion at the University of California, Los Angeles, School of Nursing.
Born in Orange, California and raised in the beautiful state of Oregon, Rebekka Eshler has had an adventurous life. Being raised by her wonderful grandmother, she learned valuable life lessons earlier than her peers. After graduating high school and a few confusing years in college, Rebekka decided it was time to make a change and decided to join the United States Army and becoming a Fire Support Specialist Paratrooper. Rebekka was stationed all the way up in the last frontier state of Alaska. Even before transitioning, she was embraced by the LGBTQIA’s community.
After leaving the service, Rebekka delayed her transition as she started her professional piloting career at University of Alaska Anchorage. After many nights of deep thought and struggle, Rebekka decided that she loved helping people and redirected her efforts towards a Political Science Degree. She also took biology and chemistry classes because she fell in love with medicine after becoming an Emergency Medical Technician. While at UAA Rebekka’s passion for helping others and leadership got even stronger. She was participated in many different student leadership organization and even became the Student Veterans of America Chapter President at UAA. Rebekka also began working as a volunteer for the Non Governmental Organization Mobile Medics International, that provides medical response to natural disasters and humanitarian crises around the world.
After coming out as a proud trans woman in 2018, Rebekka began reconnecting with her local LGBTQIA community in Anchorage. She began being a major voice for the LGBTQIA Community in her final year of college. From being the first openly transgender SVA UAA Chapter President, to working at the homeless shelter as an EMT, Rebekka wasn’t afraid to speak up and make sure that everyone was receiving equal treatment. After Graduating in 2020, during the pandemic, Rebekka decided it was time to be more active and joined the board of Transgender American Veteran Association as the Director of Strategic Partnerships and Collaborations. In this role she built relationships with other Veteran organizations and LGBTQIA organizations.
Rebekka represented her state as Miss Trans Alaska 2022 and won Miss Congeniality at the national Miss Trans USA 2022 pageant. She is currently serving as the National President of The Transgender American Veteran Association.
Shea Rose has held a variety of titles throughout her career, including singer-songwriter, yogi, style icon, and music curator, to name a few. Her music, influenced by soul, hip-hop, rock, and folk, addresses identity, self-acceptance, and spiritual transformation. Former Boston Globe music critic Steve Morse described her as “that rare artist who can bridge diverse styles such as soul, funk, rock, rap, and jazz — and bring her unique stamp to each.”
Rose is a featured songwriter and vocalist on two Grammy Award-winning jazz albums by legendary drummer Terri Lyne Carrington, The Mosaic Project, and Money Jungle: Provocative in Blue. She has received numerous accolades for her musical abilities, including multiple Boston Music Awards, a SESAC National Performance Activity Award, the Songwriters Hall of Fame’s Abe Olman Scholarship, and, most recently, the Andrea C. Silbert Rising Star Award from the Center for Women & Enterprise for her Embodied Voice & Yoga business.
Rose has independently released three full-length solo projects: Little Warrior Mixtape, Rock’ n Rose EP, and D.T.M.A. (Dance This Mess Around) EP. In 2020, Rose recorded a cover of Sinéad O’Connor’s “Black Boys on Mopeds,” a powerful commentary on police brutality in black communities. The music video was published and promoted by TEDxTalks. Rose has performed in Barbados, Cuba, Jamaica, Italy, Greece, and Romania, as well as at Symphony Hall in Boston, the Blue Note Jazz Club, and SXSW.
Rose is an Assistant Professor at Berklee College of Music. When she’s not on the stage offers Embodied Voice & Yoga coaching and consulting to individuals and organizations. Embodied Voice & Yoga Coaching by Shea Rose is a certified Women and Minority Owned Business whose mission is to empower brown and black women and girls to communicate their highest goals with courage, compassion, and clarity.
For more on Shea Rose visit:
Patricia K. Bradley PHD, RN, FAAN is an Associate Professor and the Inaugural Associate Dean of Inclusive Excellence at the Fitzpatrick College of Nursing (FCN) at Villanova University.
Dr. Bradley’s current work focuses on diversity, equity and inclusion and fostering cultural humility in students, faculty, staff, and healthcare providers. Her research and service activities represent her commitment and contribution to ensuring a “voice for the voiceless” and to developing a culture of trust with vulnerable populations who lack access to address their concerns.
Dr. Bradley is a fellow in the American Academy of Nursing. She is the immediate past Chair of the Academy’s Health Equity Expert Panel and a mentor for the Academy’s Jonas Policy Scholars Program’s National Policy Mentoring Council (NPMC).
A graduate of the American Association of Colleges of Nursing’s (AACN) 2022 Diversity Leadership Institute, Dr. Bradley is the chair elect for AACN’s Diversity Equity and Inclusion Leadership Network (DEILN) and a contributor to the Diversity, Equity, and Inclusion Faculty Tool Kit.
At Villanova Dr. Bradley serves as faculty co-advisor for the newly formed Multicultural Student Nurses Organization (MSNO), a service organization developed by students and dedicated to fostering an inclusive environment for historically underrepresented nursing students. Dr. Bradley is also chair of a parallel program, the FCN’s steering committee for Healthy Work Environment Initiatives working with faculty and staff to foster an inclusive environment where all faculty, staff, and students are respected, accepted, and valued.
Dr. Vicki Hines-Martin is a Professor and the Associate Dean, Office of Community Engagement and Diversity Inclusion in the University of Louisville School of Nursing. In addition, she holds a joint appointment as the Director of Community Outreach in the UofL Health Sciences Center Office of Diversity and Inclusion which serves the schools of dentistry, medicine, nursing, and public health. Dr. Hines-Martin is an associate director in the NIEHS funded UofL Center for Integrative Environmental Health Sciences and a Commonwealth Scholar in the Kentucky Commonwealth Institute. She has been a psych-mental health clinical nurse specialist for 36 years. Her area of scholarship includes mental health disparities, culture, social justice/equity, and community engagement.
Dr. Hines-Martin has numerous presentations and publications which include the Routledge Handbook of Global Mental Health Nursing: Evidence, Practice and Empowerment. New York, NY: Routledge/Taylor & Francis Group (Yearwood, E. & Hines-Martin [Eds], 2017). Dr. Hines-Martin has received many awards and recognitions for her work from organizations such as The Global Alliance for Behavioral Health and Social Justice. Dr. Hines-Martin served as the President of the International Society for Psychiatric Mental Health Nursing and is a Fellow in the American Academy of Nursing.
Michelle DeCoux Hampton, RN, PhD, MS is the Director of Academic Nursing and Patient Care Research in the Office of Research Patient Care Services at Stanford Health Care. Dr. Hampton formerly served in a variety of academic roles at Samuel Merritt University (2005-2018) including Professor and Director of the Doctor of Nursing Practice program and at San Jose State University (2018-2022) as Professor and Doctor of Nursing Practice Program Coordinator in the Valley Foundation School of Nursing, as well as Assessment Facilitator and Special Director of Diversity, Equity and Inclusion in the College of Health and Human Sciences.
Her expertise and experience includes psychiatric mental health nursing and research methods for undergraduate, master’s and doctoral students with knowledge of student engagement in various modalities including face-to-face, hybrid, online, and simulation. Her research and service interests are focused on promoting health equity for underserved populations, in part by increasing access to health professional education for members of underrepresented communities, and by educating current students and practicing professionals regarding health equity. As an Advisory Council Member for the Salvation Army, Garden Street Center in Oakland, she spearheaded an initiative to create a certified nursing assistant program within the vocational education program as an entry point to the nursing profession for shelter residents and others in the local community. She also serves as a holistic admissions review consultant for the American Association of Colleges of Nursing providing training for faculty and administrators in US nursing programs. Workshops educate participants in methods to increase diversity within nursing programs that are considering or have already implemented holistic admissions review and/or evaluation.
Kendra M. Barrier. PhD, MSN, RN, CNE
Louisiana State University Health Sciences Center-New Orleans School of Nursing (LSUHSC-NO SON)
Dr. Barrier is an Assistant Professor of Clinical Nursing, serving as the Inaugural Associate Dean for Diversity, Equity, and Inclusion (2021 to present) and the former Assistant Dean for Student Services (2015-2021) at the Louisiana State University Health Sciences Center-New Orleans School of Nursing (LSUHSC-NO). She is also an Associate Faculty for the School of Graduate Studies at LSUHSC-NO, a National League for Nursing (NLN) Certified Nurse Educator, an American Association of Colleges of Nursing (AACN) Diversity Leadership Institute Fellow, and an AACN Elevating Leaders in Academic Nursing (ELAN) Fellow. She a mentor for the third cohort of AACN Diversity Leadership Institute. She provides a strategic vision and leadership by engaging in quality improvement and programmatic development by promoting a culture of inclusive excellence. She is currently piloting the Diversity, Equity, and Inclusion Elements Tool (DEIET), threading DEI through the SON curricula. She is a mentor and coach, and is passionate about the academic success of underrepresentative minority students.
Externally, Dr. Barrier is the President for New Orleans District Nurses Association (2020 to present). An active member several committees and taskforce for the Louisiana State Nurses Association; the Chair of the AACN DEI Leadership Network; and a member of the AACN Organizational Leadership Network (OLN) Steering Committee and Co-Chair of the Communications Committee; a member of the National League for Nursing Education Awards Committee; a member of the American Nurses Association (ANA), a member of the Epsilon Nu Chapter-at-Large of Sigma Theta Tau International (STTI), and a member of the Southeastern Conference (SEC) DEI Collaboration. Dr. Barrier also serves as the Presidential Consultant for the Louisiana Association of Student Nurses. Lastly, she is a member of the New Orleans (LA) Chapter of The Links Incorporated.
Dr. Barrier has presented diversity, equity, and inclusion content, diversity leadership vision, and where DEI fits into Academic Nursing Education locally, regionally, and nationally. She has also been a member of several DEI panel presentations.
She earned her BSN (2000) and MSN (2009), in Nursing Education, from LSUHSC, and received a PhD (2016), in Nursing Education and Administration, from William Carey University.
Jean Edward, PhD, RN, CHPE, is an Associate Professor and Assistant Dean for Diversity, Equity, and Inclusion at the College of Nursing, and Nurse Scientist for UK HealthCare’s Markey Cancer Center.
Dr. Edward’s program of research is focused on promoting equity in healthcare access, affordability, and health outcomes for underserved communities by intervening on the social determinants of health. She utilizes mixed methods and implementation science approaches to design and implement sustainable multi-level interventions that promote equity in access to and affordability of care. She has implemented several nationally funded oncology financial navigation programs to address financial toxicity of cancer experienced by pediatric and adult patients, survivors and caregivers. Dr. Edward has been funded by the National Cancer Institute, Robert Wood Johnson Foundation, American Cancer Society, Kentucky Nurses Association, Sigma Theta Tau International, and the Kentucky Pediatric Cancer Trust Fund. Her work has been published in over 40 peer-reviewed publications and presented at over 70 national, regional, and local conferences. She is the Associate Editor of Clinical Nursing Research and a fellow of the American Association of Colleges of Nursing’s Diversity Leadership Institute.
Heidi Loomis, DM, CRNP, CNM enjoys supporting clinical midwifery and women’s health nurse practitioner students and their preceptors in her role as Regional Clinical Faculty at Frontier Nursing University. She recently completed a Doctorate of Midwifery degree at The Midwifery Institute at Jefferson. Her doctoral research focused on biases that midwifery students across the U.S. experience in their clinical settings – the types and prevalence of bias as well as its impact on midwifery students’ commitment to the completion of their academic programs and to the profession of midwifery. Part of her research also included the emotional responses and behavioral coping mechanisms employed by students in response to bias, whether midwifery students witnessed anyone intervening, and whether or not students reported experiences of bias. For this work, Heidi received the American College of Nurse-Midwives Foundation’s 2022 W. Newton Long Award for the Advancement of Midwifery. Heidi has been interested in culturally respectful care and the growth of midwifery for decades. She has presented to academic, government, non-governmental, and private institutions on topics including anti-racism, privilege, and midwifery. Heidi also enjoyed clinical practice as a family nurse practitioner and certified nurse-midwife for over 30 years in Pennsylvania, Massachusetts, and Connecticut. She is a graduate of Juniata College, Yale School of Nursing, Frontier Nursing University, and The Midwifery Institute at Jefferson, College of Health Professions, Thomas Jefferson University in Philadelphia.
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).