Blog

  • Student Spotlight: Rhonda Hilliker, BSN

    At the heart of Frontier Nursing University is a talented and diverse community of students, alumni, faculty, staff, Couriers and preceptors. Spotlight blogs feature members of our FNU community that are focused on the mission of educating nurse-midwives and nurse practitioners to deliver quality health care to underserved and rural populations.

     

    No stranger to hard work, Rhonda Hilliker obtained her BSN online while working full-time night shift at the busiest labor and delivery deck in the United States Army. Since 2008, she has chosen to leave the comforts of life in the United States and serve on the mission field in the African ‘bush’. Most recently, she served almost nine months in Sierra Leone, Africa, as a labor and delivery nurse, clinical lead, and nurse educator.  

     

    “Working in Sierra Leone was the hardest, hottest, and most rewarding care I have ever given,” said Rhonda.

     

    During her first six months in Sierra Leone, she worked in an ebola holding unit providing care to pregnant and lactating women who were being tested for ebola. She then relocated to a remote village clinic where she educated local birth attendants and nurses.

     

    After her experience in Sierra Leone, Rhonda felt called to return to the United States and advance her career by becoming  a nurse-midwife. She chose Frontier Nursing University (FNU) following a recommendation from her mentor in the mission field.

     

    According to Rhonda, the level of support she has received during her time at FNU has exceeded her expectations.

     

    “Everyone is helpful,” said Rhonda. “The library, IT, my advisor and instructors, and everyone I met during my campus visit has been expedient and accommodating. I am thankful for the guidance and support I have received as a student.”

     

    Rhonda is still an active medical missionary and will be returning to Africa for two weeks in March to teach CPR and emergency burn care at a pregnancy crisis center. She will also visit a children’s hospital to encourage and support the nurses and deliver toys to the children.  

     

    Rhonda’s faith is at the core of her desire to serve in Africa.

     

    “There is no greater joy in life than knowing exactly why God created you and then doing it. He created me to serve pregnant and lactating women in places where so many people do not want to serve, and I will willingly go where He has called me…If every person took the time to share of themselves outside their personal comfort zone, their knowledge could change the world for generations to come.”

     

    When Rhonda graduates in 2018, she will return to Africa as a certified nurse-midwife and resume caring for underserved populations. Rhonda’s story is an excellent example of how a student’s personal calling can align strongly with FNU’s mission. Together, we are making a difference!  

  • Alumni Spotlight: Kerri Schuiling, PhD, MSN, CNM

    At the heart of Frontier Nursing University is a talented and diverse community of students, alumni, faculty, staff, Couriers and preceptors. Spotlight blogs feature members of our FNU community that are focused on the mission of educating nurse-midwives and nurse practitioners to deliver quality health care to underserved and rural populations.

     

    When Dr. Kerri Schuiling graduated from nursing school at Northern Michigan University (NMU), she was quickly given an opportunity to become a nurse practitioner. As only the third nurse practitioner in the state of Michigan, Kerri enjoyed her work but found herself longing to become a nurse-midwife so she could be more involved with mothers and babies.

     

    In 1989, Kerri caught word of the formation of the first Community-based Nurse-midwifery Education Program (CNEP), which was a collaborative effort of the Maternity Centers Association, the American Association of Birth centers, Frances Payne Bolton School of Nursing and Frontier School of Midwifery and Family Nursing.

     

    She immediately picked up the phone to inquire about the program and was met with the voice of nurse-midwifery pioneer Kitty Ernst (who Kerri mistakenly thought was the secretary). Of course, Kitty was extremely helpful and encouraged Kerri to come to Frontier! Just a short time later, Kerri found herself a part of the very first CNEP class, learning under some of today’s most well-known nurse-midwifery educators. According to Kerri, she still keeps in touch with many of the women from CNEP 1.

     

    Kerri credits FNU for teaching her leadership skills that have been vital to her career success.

     

    “FNU gives its graduates so many gifts that really aren’t recognized until reflecting on it later in life,” said Kerri.

     

    After completing her degree, Kerri was asked to help redesign a Frontier module and eventually ended up teaching a women’s health course and physiology. During this time she met Francis Likis, who also taught at Frontier. The two ultimately ended up co-editing the book Women’s Gynecologic Health, which received the ACNM Book of the Year Award and is now in its third edition.

     

    Today, Kerri currently serves as provost and vice president, academic affairs at NMU in Marquette, Michigan. She has also served as dean of NMU’s College of Health Sciences and Professional Studies. Additionally, Kerri has held positions as the dean of Oakland University’s School of Nursing and associate dean and director of NMU’s School of Nursing. She served FNU for seven years as education director and curriculum coordinator providing the basis for the excellent curriculum delivered by FNU today.

     

    Kerri holds a Ph.D. from the University of Michigan, master’s degree from Wayne State University and baccalaureate degree from Northern Michigan University (NMU). And of course, her midwifery certificate through FNU.

     

    Kerri recently was asked to join the FNU board.

     

    “I attended my first on-campus board meeting last fall and was so excited to hear about everything going on at FNU,” said Kerri. “Nursing education doesn’t always allow for creativity, but I love that at Frontier creativity, innovation and transformation are all encouraged. It makes FNU special.”

     

    Kerri was also bestowed FNU’s 2015 Distinguished Service to Society award, which recognizes an alumnus who goes above and beyond to provide exceptional service in his or her community.

     

    Other awards Kerri has received over the years include her induction as a fellow in the American College of Nurse-Midwives and the ACNM’S Kitty Ernst award, which is given in recognition for innovative, creative endeavors in midwifery and women’s health care.

     

    Kerri’s contribution to advanced nursing and midwifery education has been outstanding to say the least. Thank you for your service to the FNU community, Dr. Schuiling!

  • It Takes a Village: Interprofessional Midwifery

    It Takes a Village: Interprofessional Midwifery

    By: Tonya Nicholson, DNP, CNM. WHNP-BC, CNE, FACNM, Associate Dean of Midwifery and Women’s Health, FNU

    As a new nurse-midwife, whenever I heard the words “interprofessional” practice, I cringed. I pictured my past experiences as a nurse in which we participated in multidisciplinary care teams. These teams would meet and basically one of the following would happen:

    1. The physician would always lead the team, and the meeting would result in a new group of physician orders that had minimal input from other disciplines.
    2. The physician wouldn’t come, and the nurses would use the hour to gripe about interprofessional rhetoric and the impossibility of any real application of the idea.

    As a nurse, I often felt that I could handle nutrition, ambulation and medication teaching–so why did we need all the other groups?

    In my first job as a nurse-midwife, I began to discover some distinct client advantages for interprofessional practice. The nurse-midwives in this practice were integrated into a multi-specialty clinic. We had an open exchange of ideas with our collaborating physicians as well as the luxury of readily available referral resources like physical therapy, diabetic education and neurology.

    However, the practical application was that the nurse-midwife or the physician functioned as the head of the team and would send the client out to other professionals as the need arose. We would review reports on those visits and might randomly discuss a mutual client if we met at the water cooler. But we called it a team. And we felt progressive.

    This limited view of interprofessional teams was recently challenged through a personal experience. I witnessed true interprofessional teamwork in action. My son (Seth) had a serious accident at age 20 that resulted in paraplegia. After several days in a trauma unit, we were transferred to a rehabilitation facility that specializes in spinal cord injuries.

    We were quickly introduced to a true team approach and found our family at the team’s center. It felt like a village was helping to raise Seth out of his wheelchair. The team met regularly and with concentrated focus. There were representatives from the medical staff, nursing, PT, OT, dietary, social services, and recreational therapy. Team rounds occurred in our room three times weekly. At every incidence of rounds, Seth was an active participant in reporting his experience, discussing his needs, setting and refining goals, and asking questions. Unless there was a pressing medical need, Seth’s input constructed the skeleton of the plan for the week. All team members’ input was actively sought out and valued.

    Leadership of the rounds was rotated. On Monday, the rounds were led by the physician. On Wednesday, the rounds were led by the Therapy Department. On Friday, nursing took the lead. This leadership was simply for organizational purposes. The true leader in any meeting emerged as the needs and objectives of care became clear. This was a thriving example of interprofessional teamwork.

    As a healthcare provider, I was learning valuable lessons about teamwork that can be applied to any specialty:

    1. The patient should always be at the center of the team. Every other member’s contributions should focus on the outcomes established by the patient.
    2. Leadership should be fluid. The most appropriate team leader is the one with the most knowledge and skills to accomplish the immediate goal.
    3. Respect amongst members must be overtly evident so that the client is confident in every member of the team.

    I began to think about how this authentic team approach could effectively be translated into prenatal care. How would this look? Who would be the players? How could this concept be applied in my clinic? Could the team approach help to enhance a woman’s experience as she transitions to motherhood?

    At the initial prenatal visit, one of the primary concepts that I cover is that of roles. I verbalize that the woman holds great power in this relationship and is a partner in her care. She is the team leader. I have found that most women have one or two people with whom they discuss all decisions. This is very often a mother or sister. This person must be valued by the provider and their input must be acknowledged. I describe my role as secondary. I explain that I will walk beside her through this experience and watch carefully for any warning signs. If they occur, we will discuss a plan and move forward as appropriate.

    Pregnant women are generally healthy so the team is comprised of core members and “as needed” members. The ongoing relationship of the nurse practitioner or certified nurse-midwife and the collaborating physician is vitally important and forms the a strong foundation for the team. The core members’ focus is on wellness.

    The team can be introduced to the client in individual appointments or in group care settings. These members would include social services, nutritionist, childbirth and lactation educators. The “as needed members” might include the collaborating physician, perinatologist, chiropractic provider, psych provider, etc. Literature on all services can be provided in a packet of goodies given at the first visit and utilization of the services encouraged at prenatal visits.

    The team could also hold a monthly “meet and greet” so that the clients become aware of the services and value of the various members. This can be done so that the clients individually speak with each team member and rotate to the next team member after a short timed period (think speed dating) or in a more casual setting where there is freedom to mingle and chat.

    As the nurse-midwife, I will discuss with the client the need for involvement of the “if needed” members based on ongoing risk assessment. The collaborating physician and I will meet at least monthly to discuss any complex client situations so that we are in agreement on the plan. If a referral to the collaborating physician is needed, I take the opportunity to remind the physician of each particular client’s needs and desire and make every effort to walk the woman down to his office for a personal introduction. The woman can then observe our interaction and trust in one another. Her confidence in her care team is nurtured.

    Interprofessional teams in the prenatal setting can help to ensure that the most comprehensive and effective care is given to each woman and her family. By maintaining the client at the center of the team, we promote safe outcomes and a positive experience. Each team member contributes to the health of the mother and family.

    After all, it takes a village…..

  • It Takes a Village: Interprofessional Midwifery

     

     

    By: Tonya Nicholson, DNP, CNM. WHNP-BC, CNE, FACNM, Associate Dean of Midwifery and Women’s Health, FNU

     

     

    As a new nurse-midwife, whenever I heard the words “interprofessional” practice, I cringed. I pictured my past experiences as a nurse in which we participated in multidisciplinary care teams. These teams would meet and basically one of the following would happen:

     

    1. The physician would always lead the team, and the meeting would result in a new group of physician orders that had minimal input from other disciplines.

     

    1. The physician wouldn’t come, and the nurses would use the hour to gripe about interprofessional rhetoric and the impossibility of any real application of the idea.

     

    As a nurse, I often felt that I could handle nutrition, ambulation and medication teaching–so why did we need all the other groups?

     

    In my first job as a nurse-midwife, I began to discover some distinct client advantages for interprofessional practice. The nurse-midwives in this practice were integrated into a multi-specialty clinic. We had an open exchange of ideas with our collaborating physicians as well as the luxury of readily available referral resources like physical therapy, diabetic education and neurology.

    However, the practical application was that the nurse-midwife or the physician functioned as the head of the team and would send the client out to other professionals as the need arose. We would review reports on those visits and might randomly discuss a mutual client if we met at the water cooler. But we called it a team. And we felt progressive.

    This limited view of interprofessional teams was recently challenged through a personal experience. I witnessed true interprofessional teamwork in action. My son (Seth) had a serious accident at age 20 that resulted in paraplegia. After several days in a trauma unit, we were transferred to a rehabilitation facility that specializes in spinal cord injuries.

    We were quickly introduced to a true team approach and found our family at the team’s center. It felt like a village was helping to raise Seth out of his wheelchair. The team met regularly and with concentrated focus. There were representatives from the medical staff, nursing, PT, OT, dietary, social services, and recreational therapy. Team rounds occurred in our room three times weekly. At every incidence of rounds, Seth was an active participant in reporting his experience, discussing his needs, setting and refining goals, and asking questions. Unless there was a pressing medical need, Seth’s input constructed the skeleton of the plan for the week. All team members’ input was actively sought out and valued.  

    Leadership of the rounds was rotated. On Monday, the rounds were led by the physician. On Wednesday, the rounds were led by the Therapy Department. On Friday, nursing took the lead. This leadership was simply for organizational purposes. The true leader in any meeting emerged as the needs and objectives of care became clear. This was a thriving example of interprofessional teamwork.

    As a healthcare provider, I was learning valuable lessons about teamwork that can be applied to any specialty:

     

    1. The patient should always be at the center of the team. Every other member’s contributions should focus on the outcomes established by the patient.

     

    1. Leadership should be fluid. The most appropriate team leader is the one with the most knowledge and skills to accomplish the immediate goal.

     

    1. Respect amongst members must be overtly evident so that the client is confident in every member of the team.

     

    I began to think about how this authentic team approach could effectively be translated into prenatal care. How would this look? Who would be the players? How could this concept be applied in my clinic? Could the team approach help to enhance a woman’s experience as she transitions to motherhood?

    At the initial prenatal visit, one of the primary concepts that I cover is that of roles. I verbalize that the woman holds great power in this relationship and is a partner in her care. She is the team leader. I have found that most women have one or two people with whom they discuss all decisions. This is very often a mother or sister. This person must be valued by the provider and their input must be acknowledged.  I describe my role as secondary. I explain that I will walk beside her through this experience and watch carefully for any warning signs. If they occur, we will discuss a plan and move forward as appropriate.

    Pregnant women are generally healthy so the team is comprised of core members and “as needed” members. The ongoing relationship of the nurse practitioner or certified nurse-midwife and the collaborating physician is vitally important and forms the a strong foundation for the team. The core members’ focus is on wellness.

    The team can be introduced to the client in individual appointments or in group care settings. These members would include social services, nutritionist, childbirth and lactation educators. The “as needed members” might include the collaborating physician, perinatologist, chiropractic provider, psych provider, etc. Literature on all services can be provided in a packet of goodies given at the first visit and utilization of the services encouraged at prenatal visits.


    The team could also hold a monthly “meet and greet” so that the clients become aware of the services and value of the various members. This can be done so that the clients individually speak with each team member and rotate to the next team member after a short timed period (think speed dating) or in a more casual setting where there is freedom to mingle and chat.

    As the nurse-midwife, I will discuss with the client the need for involvement of the “if needed” members based on ongoing risk assessment. The collaborating physician and I will meet at least monthly to discuss any complex client situations so that we are in agreement on the plan. If a referral to the collaborating physician is needed, I take the opportunity to remind the physician of each particular client’s needs and desire and make every effort to walk the woman down to his office for a personal introduction. The woman can then observe our interaction and trust in one another. Her confidence in her care team is nurtured.

    Interprofessional teams in the prenatal setting can help to ensure that the most comprehensive and effective care is given to each woman and her family. By maintaining the client at the center of the team, we promote safe outcomes and a positive experience. Each team member contributes to the health of the mother and family.

    After all, it takes a village…..

  • Celebrating Mary Breckinridge

    Celebrating Mary Breckinridge

    This Friday, Feb. 17, is the birthdate of Frontier Founder Mary Breckinridge, and we are celebrating her life by releasing historical film footage captured during the time of the Frontier Nursing Service (FNS).

    Mary Breckinridge established FNS in Leslie County, Kentucky, in 1925, introducing the first nurse-midwives to the United States. Riding horses up mountains, through fog, flood, or snow, the FNS nurses brought modern healthcare to one of the poorest and most inaccessible areas in the U.S. This work continues today through the work of Frontier Nursing University faculty, students and graduates across the nation. Thus, Mary Breckinridge’s legacy lives on.

     

    Go here to see the full playlist.

  • Celebrating Mary Breckinridge

     

    This Friday, Feb. 17, is the birthdate of Frontier Founder Mary Breckinridge, and we are celebrating her life by releasing historical film footage captured during the time of the Frontier Nursing Service (FNS).

     

    Mary Breckinridge established FNS in Leslie County, Kentucky, in 1925, introducing the first nurse-midwives to the United States. Riding horses up mountains, through fog, flood, or snow, the FNS nurses brought modern healthcare to one of the poorest and most inaccessible areas in the U.S. This work continues today through the work of Frontier Nursing University faculty, students and graduates across the nation. Thus, Mary Breckinridge’s legacy lives on.

    Go here to see the full playlist.

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  • Let’s chat about it… Why You Should Consider a Doctor of Nursing Practice Degree

     

    By: Tonya B. Nicholson, DNP, CNM, WHNP-BC, CNE, FACNM, Associate Dean of Midwifery and Women’s Health 

     

     

    Are you considering a Doctor of Nursing Practice degree? Here’s the who, what, when and why of the DNP.

     

    WHO SHOULD GET A DNP?

    Why not you? You care about the families you serve, you aim to improve health care, and you want a meaningful career. You are poised to be a part of the future of nursing practice in the United States, and DNP graduates will be leading the way in clinical settings.

     

    WHAT ARE THE MAJOR COMPONENTS OF DNP EDUCATION?

    • Organizational and system leadership

    • Informatics and Technology

    • Advanced Clinical skills

    • Ethics and Policy

    • Translation of evidence into practice

    • Interprofessional Practice

     

    WHEN SHOULD I CONSIDER A DNP?

    The time is now. As health care evolves, the DNP is expected to become the entry-level to advanced nursing practice. This means that all advanced practice roles, like nurse-midwives and nurse practitioners, will be required to have a DNP to obtain initial certification and licensure to practice. This may be the case within the next 5-10 years. You can be on the leading edge of this development. This will give you a professional edge in all practice settings.

     

    WHY SHOULD I CONSIDER A DNP?


    The DNP is about equipping clinicians to more effectively do what advanced practice nurses have been doing for years — changing systems and communities to optimize client care. Instead of relying on trial and error, however, the DNP prepares you to quickly and efficiently improve health care delivery for each individual client AND all clients collectively. In other words, affecting effective action.

     

    HOW DO I GET STARTED ON A DNP?

    Explore the DNP options in different university settings and determine a good match for you. Here are some questions to ask yourself as you compare possible programs:

    • Do I need to work while in school? If so, are there full- and part-time options?

    • Would I have to relocate or travel to the campus? Would this be problematic for me?

    • Would I prefer distance classes?

    • Does the mission of the university align with my nursing philosophy?

    • Does the program have a proven record of success?

     

    If you are considering a DNP, Frontier Nursing University (FNU) has a post-master’s DNP program, as well as an option to complete both your MSN and DNP degrees. Go here for more information.

     

    U.S. health care needs leaders like you. The most valuable product of DNP education is the graduate — a leader, an innovator, a change agent. This could be you!  

     

    Related Content:

    Hear from several FNU Doctor of Nursing Practice students about their DNP projects and the impact of their project work on their local community health care. They will also share why the DNP is essential in their career journey as a nurse-midwife or nurse practitioner.

     

    The Doctor of Nursing Practice (DNP) was developed to meet the demand for advanced practice nursing leaders in an increasingly complex health care system. Hear from FNU Doctor of Nursing Practice graduates and how their DNP degree was essential to improving the health care of their communities. Stories of DNP projects and community outcomes will demonstrate the impact of advancing your education and clinical leadership.

  • FNU Case Days

    From Albuquerque, N.M., to Anchorage, Alaska, and all the way to the island of Guam, Frontier Nursing University (FNU) hosted 116 case days with 700 participants in 2016!

     

    A Case Day is a seminar organized by the Regional Clinical Faculty (RCF) that provides opportunities for group learning and networking within a region. Students doing their clinical practicum present a case to facilitate group discussion of management options and to promote the pathways of critical thinking. These can be virtual seminars or in-person. The in-person Case Days have refreshments and opportunities for networking.

     

    FNU students, alumni, preceptors, faculty, applicants and friends of FNU are always invited to attend. Case Days allow Frontier to connect with the community, while also allowing students the opportunity to network at the early stages of their program, even before beginning clinicals. They are also a great way to stay connected to FNU, get to know other students in the area, RCFs, and even possible preceptors. It’s a nice way to get a sneak peek at what clinicals will be like.

     

    “Case Days, either online or live, are an essential part of clinical education at FNU,” said Jane Houston, clinical director of midwifery and women’s health. “They provide a stimulating learning environment where you can learn the latest in evidence-based health care provision from your peers.”

     

    FNU Case Days are held at a variety of locales including faculty and student homes, restaurants, birth centers, museums and local hospital meeting rooms, among others. Some RCF hosts choose to incorporate an additional element into the gathering like a tour of the hosting museum, birth center or even a group hike.

     

    Everyone is invited to attend FNU Case Days. Check here for a schedule of upcoming FNU Case Day events.

    Please take a look back at all the wonderful memories from 2016 in this short video: FNU Case Days 2016 Video.

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