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  • FNU nurse-midwife faculty and alumni present sessions focused on antiracism, quality improvement and substance use disorders

    FNU nurse-midwife faculty and alumni present sessions focused on antiracism, quality improvement and substance use disorders

    Frontier Nursing University (FNU), a leader in distance education for nurse-midwives and nurse practitioners, hosted a virtual event this fall celebrating nurse-midwives as part of National Midwifery Week. FNU’s Empower 2021: Creating a Culture of Caring event marked the seventh year for this program filled with impactful sessions hosted by many FNU nurse-midwifery faculty members and alumni.

    FNU’s virtual event offered five sessions focused on the latest nurse-midwifery practices and topics influencing nurse-midwifery care and included a free continuing education opportunity.

    These free recorded educational sessions are all available for viewing below:

    Creating a Culture of Innovative Quality Improvement

    Moderated by FNU Associate Professor Dr. Tia Andrighetti and co-presented by FNU faculty members Dr. Tanya Belcheff, Donna Barisich, Dr. Lisa Huckaby, Dr. Maria Mock, Dr. Eileen Thrower and Vicki Burslem.

    Births can be unpredictable and midwives need to be prepared for rare events that can have harmful effects on clients. In order to keep these skills honed, nurse-midwives need to practice reacting at the moment to complications. This session includes a birth complications simulation. Participants will spend time working with peers to tailor the simulation to their birth settings.

    Free Continuing Education (CE) Session – Creating a Culture of Respectful Care for Pregnant and Postpartum People with Substance Use Disorders

    Presented by FNU alumnus Dr. Daisy Goodman.

    This interactive session explores key elements, implementation guidance, and metrics associated with the 2021 revision of the Alliance for Innovation in Maternal Health (AIM) Care of Pregnant and Postpartum People with Substance Use Disorders Patient Safety Bundle.

    Once you have watched the session, you must complete the post-test and evaluation in order to receive credit for your contact hours.

    This activity is approved for 1.0 contact hour(s) of continuing education (which includes 0.25 hour(s) of pharmacology) by the American Association of Nurse Practitioners®. Activity ID# 21095173. This activity was planned in accordance with AANP Accreditation Standards and Policies. This activity’s approval expires on September 30, 2022.

    Creating a Culture of Impact: Stories of Community Quality Improvement – Alumni & Faculty Panel

    Moderated by FNU Assistant Professor and ACNM President Dr. Cathy Collins-Fulea. The panel will include FNU faculty members and alumni: Dr. Melva Craft-Blacksheare, Dr. Minyon Outlaw, Dr. Dee Polito, Dr. Ana Verzone, Dr. Shaughanassee Vines and Dr. Kate Woeber. 

    Dr. Collins-Fulea moderated this panel presentation in collaboration with FNU’s IHI Open School Chapter. Viewers will hear stories of FNU’s mission in action through visual storytelling as nurse-midwifery alumni and faculty share their community projects and initiatives for serving diverse, rural and underserved populations.

    Creating a Culture of Antiracism

    Presented by FNU Assistant Professor Dr. Charlotte Morris.

    During this educational session, Dr. Morris inspires participants to take action and implement change in their practice or work environment to build a culture that is inclusive and caring for all.

    If you are on Safari or having issues playing the video, please click here to view.

    Nurse-Midwifery Program Q&A – Creating a Culture of Community

    Presented by FNU faculty members Dr. Jeneen Lomax and Dr. Eileen Thrower.

    This session is for those considering becoming a nurse-midwife. Participants can learn about FNU’s nurse-midwifery education program and listen to current midwifery students about their experience. Presenters also discuss the joys and challenges of life as a midwife.


    The theme of the 2021 virtual event, Empower 2021: Creating a Culture of Caring, acknowledged Frontier Nursing University’s culture of caring which is built on five main elements: professionalism, inclusivity, respect, positive communication and mutual support. Students, alumni, faculty, staff, donors and others in the FNU community embrace this culture to fulfill their full potential, both individually and collectively, exemplifying the caring behaviors they hope to bring to the broader healthcare system.

    Frontier Nursing University has more than 80 years of experience in delivering graduate nursing and midwifery programs.

    Those interested in viewing sessions from Empower 2021: Creating a Culture of Caring, sponsored by Southern Cross Insurance Solutions, can do so by visiting Frontier.edu/MidwiferyWeek.

    Are you interested in becoming a nurse-midwife? Fill out this form and we will contact you with more information regarding our online nurse-midwifery program!

  • AACN Recognizes Frontier Nursing University for Advancing Diversity, Inclusion, and Sustainability in Academic Nursing

    AACN Recognizes Frontier Nursing University for Advancing Diversity, Inclusion, and Sustainability in Academic Nursing

    Frontier Nursing University (FNU), located in Versailles, Ky., was announced as one of three recipients of the Diversity, Inclusion, and Sustainability in Nursing Education Leadership Awards presented annually by the American Association of Colleges of Nursing (AACN). FNU joined Augusta University (Georgia) and the University of Illinois Chicago in being recognized this year for their strong commitment to diversity, inclusion, health equity, cultural humility, and community outreach.

    “I applaud the 2021 award winners for being intentional about making diversity, equity, and inclusion a cornerstone of their programs’ success,” said Dr. Deborah Trautman, AACN President and Chief Executive Officer. “With a focus on adapting systems and changing culture, these programs serve as exemplars for other nursing schools moving to create academic environments that welcome and respect students, faculty, and staff of color.”

    Following a competitive process that was open to all 840 AACN member institutions, the winning schools were cited for their success in recruiting diverse students and faculty to their programs as well as creating inclusive and equitable learning environments. FNU received the Private Colleges and Universities Award. In the award announcement, AACN noted that “FNU is at the forefront as a leading activist for diversity in the nursing and midwifery professions. FNU has made diversity and inclusion a primary focus of the university’s mission and a measurable element of its progress.”

    “This is a tremendous honor for Frontier,” said FNU President Dr. Susan Stone, CNM, DNSc, FAAN, FACNM. “While we are incredibly proud of the progress we have made to increase diversity, equity, and inclusion across all levels of our university, we recognize that we have much work still to do. We are fully committed to being an antiracist university and are grateful to be acknowledged as an example for others to follow.”

    FNU Chief Diversity Officer Dr. Geraldine Young, DNP, APRN, FNP-BC, CDCES, FAANP, presented at AACN’s 2021 Diversity Symposium, which was held on November 9 and 10 as a virtual event. Dr. Young also served as a Lectureship Award Panel member at the AACN 2021 Diversity Symposium presenting on “Integrating Anti-racism, Diversity, Equity, and Inclusion in Nursing Education” to Mobilize and Strategize: Implementing DEI in Academic Nursing.

    “The AACN has long been an advocate for diversity, equity, and inclusion, so to be recognized by their Board of Directors in this manner is a tremendous accomplishment for Frontier,” said Dr. Young, who accepted the award on behalf of the university. “This recognition of our progress only strengthens our resolve to continue our meaningful work.”

    FNU’s commitment to emphasizing and valuing diversity and inclusion was formally instituted with the creation of the Diversity Impact Program in 2010, with particular emphasis on increasing the enrollment of students of color. Since then, the focus has expanded to include all facets of the university, including increasing diversity within the faculty and staff, emphasis on student retention, and diversity and inclusion training for all members of the FNU community. Led by the Office of Diversity, Equity, and Inclusion, mentoring, tutoring, coaching, counseling, writing programs, and scholarships have been implemented to support students. The office also offers community-wide education including the Diversity Impact Conference —  “Dismantling Systemic Racism and Discrimination in Healthcare: Our Roles and Responsibilities” — which was held in the summer of 2021.

    To help direct the university’s diversity, equity, and inclusion (DEI) initiatives and incorporate perspectives from all corners of the university, FNU has created several task forces and committees composed of faculty, staff, students, and volunteers. Created in 2015, the Diversity and Inclusion Committee develops, promotes, and provides programs and resources to enhance diversity throughout the university and healthcare workforce. The President’s DEI Task Force was formed in January 2021 to further FNU’s mission to become an antiracist university. The recently formed Antiracism and Bias Advisory Council (ABAC), derived by the FNU’s Office of Diversity, Equity, and Inclusion, is a diverse group of Frontier employees who will serve as an advisory board for any employee and student bias reporting.

    In January 2021, the FNU Board of Directors (BOD) created a BOD Diversity, Equity, and Inclusion Committee that is responsible for working with the Board of Directors and the administration to ensure that Frontier strives to be an antiracist university. In April 2021, the Board of Directors approved the endowment of a new scholarship to support African American, Black, Native American, and Alaskan Native students. The scholarship will support 10 students per year.

    Earlier this year, the Health Resources and Services Administration (HRSA) awarded FNU two grants totaling $4,140,000. The HRSA Behavioral Health Workforce Education and Training (BHWET) grant totals $1,920,000 and the Nursing Workforce Diversity (NWD) grant totals $2,220,000. HRSA, which is an agency of the U.S. Department of Health and Human Services, will award the funding for both grants in annual installments over the next four years. The goal of the BHWET program is to increase the number of psychiatric-mental health nurse practitioners who are diverse in race, ethnicity, and other underrepresented populations serving in rural and medically underserved communities. The goal of the NWD program is to increase the number and diversity of certified nurse-midwives who serve in rural and underserved areas of the country in an effort to prevent and reduce maternal mortality.

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    About the American Association of Colleges of Nursing (AACN):

    The American Association of Colleges of Nursing (AACN) is the national voice for academic nursing representing nearly 840 schools of nursing nationwide. AACN establishes quality standards for nursing education, influences the nursing profession to improve health care, and promotes public support of baccalaureate and graduate nursing education, research, and practice

    About Frontier Nursing University:

    The mission of FNU is to provide accessible nurse-midwifery and nurse practitioner education to prepare competent, entrepreneurial, ethical, and compassionate leaders in primary care to serve all individuals with an emphasis on women and families in diverse, rural, and underserved populations. FNU offers graduate Nurse-Midwifery and Nurse-Practitioner distance education programs that can be pursued full- or part-time with the student’s home community serving as the classroom. Degrees and options offered include Doctor of Nursing Practice (DNP), Master of Science in Nursing (MSN), or Post-Graduate Certificates. In 2021, Frontier was named a “Great College to Work For” by the Great Colleges to Work For® program. To learn more about FNU and the programs and degrees offered, please visit Frontier.edu.

  • Be a leader for change with the DNP

    Be a leader for change with the DNP

    Many who enter the healthcare field do so not only wanting to serve others but also to be a leader in improving quality of care as a provider and clinician. The Doctor of Nursing Practice (DNP), which is the highest degree for clinical nursing practice, helps prepare for this level of expertise. Simply put, the DNP is designed for registered nurses who want to take their nursing career, leadership skills, and clinical expertise to the next level.

    “I decided to pursue a doctorate in nursing practice at Frontier due to its strong reputation, online format, and faculty expertise,” Dr. Kimberly Jones-Beatty, FNU DNP alumni, said. “FNU’s DNP curriculum provides instruction on leading quality improvement in the clinical setting, as well as exposure to evidence-based practice, health policy and advocacy, and system/ organizational leadership.”

    FNU’s DNP program helps students advance their skills as well as develop as leaders, researchers, and innovators. The DNP Program draws on the clinical expertise of the faculty and students to prepare nurses at the highest clinical level to use their knowledge and clinical expertise to impact the health care of not only the individual but also the health care of the community, the region, and the nation.

    “The DNP program is pushing me to become a better leader,” Dr. Kamil El, FNU DNP alumni, said. “I’m used to staying in the background and putting my head down, but I’m being challenged to engage more on a political stage and with stakeholders in my community to make sure my patients get the kind of care they deserve.”

    FNU’s DNP curriculum provides education in evidence-based practice, quality improvement, and systems leadership; building on knowledge already acquired. As part of the curriculum, DNP students complete a Quality Improvement Project, generally in the hospital or clinic where they are currently working. This allows the student to tailor their project to their practice and the patient population which it serves.

    To learn more about the DNP, please visit the DNP page on our website. On this page, you will be able to view the curriculum, request information and apply to our DNP program.

    Below, listen to FNU DNP alumni explain why they chose FNU and the importance of the DNP.

    Questions?

    If you have any questions about our online DNP program, please fill out the form on our website. In the meantime, you can watch our FNU DNP Q&A sessions on our Youtube channel.

  • Alumni Spotlight: Kimberly Jones-Beatty Seeks Data-Driven Solutions to Maternal Mortality Crisis

    Alumni Spotlight: Kimberly Jones-Beatty Seeks Data-Driven Solutions to Maternal Mortality Crisis

    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 who are focused on the mission of educating nurse-midwives and nurse practitioners to deliver quality healthcare to underserved and rural populations.

    It’s one thing to identify a problem. It’s quite another to find a solution. Yet that is what FNU Doctor of Nursing Practice (DNP) Alumni Kimberly Jones-Beatty, CNM, DNP, Class 37, is striving to do.

    The problem has become increasingly well known, as the alarming numbers depicting the maternal mortality crisis in the United States persist. In 2018, there were 17 maternal deaths for every 100,000 live births in the U.S. — a ratio more than double that of most other high-income countries, and the U.S. has the highest maternal mortality rate among developed countries.^ The data is even more concerning for Black and American Indian/Alaska Native (AIAN) women, who have pregnancy-related mortality rates that are over three and two times higher, respectively, compared to the rate for white women.*

    The data confirm the problem, but it does not offer a solution. Jones-Beatty, who works as a certified nurse-midwife within the OB/GYN department at Johns Hopkins University in Baltimore, Maryland, has been practicing midwifery for 12 years.

    “I work in a dual clinical/research role through providing ambulatory obstetric care and overseeing clinical research in the Johns Hopkins Integrated Research Center for Fetal Medicine,” Jones-Beatty said. “As a clinical practitioner, I strive to provide evidence-based care. As a researcher, I see that we contribute to evidence-based care through translational research; by generating new knowledge or validating existing knowledge in both basic science and clinical research and applying it to clinical practice to improve patient care and outcomes. It’s the best of both worlds.”

    Jones-Beatty put her research passion and skills to work in her DNP project, which focused on learning more about the maternal mortality crisis and its potential solutions.

    “My DNP project focused on improving postpartum care,” she said. “Maternal morbidity and mortality are at an all-time high in the United States, and research shows that the majority of cases occur within the postpartum period. The American College of Obstetricians & Gynecologists (ACOG) has called for a paradigm shift in postpartum care by moving away from the single six-week visit and instead incorporating an ongoing postpartum process beginning in the antenatal period to impact adverse pregnancy outcomes and maternal morbidity and mortality rates. The aim of the project was to increase effective postpartum care through patient preparedness, early one-to-three-week patient follow-up, and comprehensive postpartum visits from 0% to 80% in eight weeks.”

    To implement the project, Jones-Beatty followed ACOG’s recommendations in creating a postpartum planning tool. The tool included reviewing the importance of postpartum care and postpartum warning signs that warrant further evaluation. It also incorporated a population health registry for early one-to-three-week postpartum follow-up to ensure that postpartum patients were recovering from childbirth as expected and a comprehensive postpartum note template to help provide complete documentation of recommended postpartum visit components.

    “The project aim was met at 88%,” Jones-Beatty said. “The planning tool effectively increased patients’ knowledge of postpartum warning signs. The registry was effective in obtaining postpartum right care scores, which translates into patients recovering from childbirth as expected. The note template was effective in guiding effective postpartum care office visits. Next steps will include reviewing the impact of the interventions on clinic-specific patient populations, overall maternal morbidity and mortality rates, and examining differences by race.”

    While more study and research are required to address maternal mortality, Jones-Beatty’s work was duly recognized for its significance. She recently presented her project as a poster presentation at the Society for Reproductive Investigation’s Annual Meeting in Boston, Massachusetts.

    “Attending the meeting was a great experience, with networking opportunities and the chance to hear about new practice perspectives, guidelines, and other original research within reproductive health,” she said.

    Jones-Beatty’s love for research and information paired well with Frontier’s emphasis on data-driven analysis and decision-making.

    “I decided to pursue a doctorate in nursing practice at Frontier due to its strong reputation, online format, and faculty expertise,” she said. “FNU’s DNP curriculum provides instruction on leading quality improvement in the clinical setting, as well as exposure to evidence-based practice, health policy and advocacy, and system/ organizational leadership. Collectively, I feel prepared to impact any healthcare setting I choose to work in through a deep understanding of the education and skills that exemplify nurse leaders who are ready to change the landscape of the current healthcare environment.”

    Jones-Beatty is well-prepared to continue to excel as both a researcher and a clinician. Both roles hold equal value to her as she seeks to positively impact her current and future patients and colleagues.

    “I plan to continue working both clinically and in research, contributing to evidence-based practice, improving obstetric healthcare, and decreasing adverse pregnancy and neonatal outcomes,” she said.

    FNU is proud of Jones-Beatty for her dedication to research and midwifery. She is a shining example of bringing FNU’s Culture of Caring to her community.

    Interested in reading more stories about our alumni? Visit the FNU Alumni stories page.

    ^Roosa Tikkanen et al., Maternal Mortality and Maternity Care in the United States Compared to 10 Other Developed Countries (Commonwealth Fund, Nov. 2020). https://doi.org/10.26099/411v-9255

    *Artiga, S., Pham, O., Orgera, K., Ranji, U. (2020). Racial Disparities in Maternal and Infant

    Health: An Overview. Issue Brief. Kaiser Family Foundation, November 10, 2020

  • Frontier Nursing University Receives United States Distance Learning Association International Distance Learning Award

    Frontier Nursing University Receives United States Distance Learning Association International Distance Learning Award

    Frontier Nursing University (FNU), located in Versailles, Ky., received an International Distance Learning Award, presented by the United States Distance Learning Association (USDLA). The USDLA revealed the International Distance Learning Award winners during a virtual announcement on November 12, 2021.

    Each year, USDLA recognizes innovators and leaders within the distance/digital learning industry as part of our International Award program. These highly coveted awards are presented annually to organizations and individuals who compete across several categories of excellence. The USDLA International Distance Learning Awards are created to acknowledge major accomplishments in distance learning and to highlight those distance learning instructors, programs, and professionals who have achieved and demonstrated extraordinary achievements through the use of online, videoconferencing, and satellite/video delivery technologies globally.

    “The International Award program has provided prestigious recognition for educational influencers around the globe for many years,” says Dr. Arletha McSwain, President of USDLA. “These award winners are truly leaders in the distance/digital learning industry, and their work in support of pedagogy is unsurpassed.”

    This year, FNU was chosen by the selection committee as the runner-up to the University of Cincinnati for the 21st Century Award. According to the USDLA, “this award is given to an agency, institution, or company that has shown outstanding leadership in the field of distance learning. The award recognizes pioneering organizations in the field that have changed distance learning, challenged existing practice, or developed new and effective solutions.”

    Founded in 1939 in rural southeastern Kentucky, Frontier incorporated distance learning more than 30 years ago to broaden its reach and allow students from all over the country to attend. Since then, FNU’s enrollment has increased from 200 to more than 2,500. Most FNU students, who are all seeking advanced nurse-midwifery or nurse practitioner degrees, come to campus at least twice during their academic program but are otherwise able to attend the university while continuing to work in the communities in which they live.

    “Frontier Nursing was on the leading edge of distance learning even before the invention of the internet,” said FNU President Dr. Susan Stone, CNM, DNSc, FAAN, FACNM. “It has been essential not only to our growth, but to our mission to prepare our students to care for women and families, particularly serving diverse, rural, and underserved populations. To be recognized as a leader in distance learning by the USDLA is a tremendous honor. We are grateful for USDLA’s impactful and essential leadership and advocacy for distance learning.”

    Each year, the annual award winners are recognized by the Association at the USDLA National Conference Awards Dinner and presented with a physical award. However, due to the continued pandemic concerns in 2021, USDLA decided to virtually recognize the award winners during National Distance Learning Week (NDLW). All award winners will also be invited to the USDLA 2022 National Conference in Nashville, Tenn., to be recognized in person.

    About the United States Distance Learning Association

    The United States Distance Learning Association was founded in 1987 and based on the premise of creating a powerful alliance to meet the burgeoning education and training needs of learning communities via new concepts of the fusion of communication technologies with learning in broad multidiscipline applications. The USDLA was the first nonprofit distance learning association in the United States to support distance learning research, development, and praxis across the complete arena of education, training, and communications. The learning communities that the USDLA addresses are: pre-K/12, higher education, continuing education, corporate training, military and government training, homeschooling, and telehealth. USDLA’s mission is to support the development and application of digital and distance learning by focusing on legislation impacting the community and constituencies.

    About Frontier Nursing University

    The mission of FNU is to provide accessible nurse-midwifery and nurse practitioner education to prepare competent, entrepreneurial, ethical, and compassionate leaders in primary care to serve all individuals with an emphasis on women and families in diverse, rural, and underserved populations. FNU offers graduate Nurse-Midwifery and Nurse-Practitioner distance education programs that can be pursued full- or part-time with the student’s home community serving as the classroom. Degrees and options offered include Doctor of Nursing Practice (DNP), Master of Science in Nursing (MSN), or Post-Graduate Certificates. In 2021, Frontier was named a “Great College to Work For” by the Great Colleges to Work For® program. To learn more about FNU and the programs and degrees offered, please visit Frontier.edu.

  • FNU All-Access Podcast Episode 2: What the Heck is an RCF?

    FNU All-Access Podcast Episode 2: What the Heck is an RCF?

    Episode 2: What the Heck is an RCF?

    Welcome to the Frontier Nursing University All-Access Podcast! This podcast provides a closer look at Frontier Nursing University through lively and entertaining discussions with a wide variety of guests and topics.

    In Episode 2 “What the Heck is an RCF?”, host Angela Bailey welcomes Dr. Mary Jones and Stephanie Boyd to explain the role of the Regional Clinical Faculty (RCF) at Frontier Nursing University. An assistant professor at FNU as well as an RCF, Dr. Jones explains the unique role RCFs play in supporting students throughout their journey. Boyd, who is FNU’s Director of Clinical Outreach and Placement, further explains the additional support that students and preceptors receive from her department. The trio also explains Case Days, discusses traveling on behalf of FNU, and shares their passions for their professions and exercise.

    What You’ll Learn From This Episode: 

    • The role of Regional Clinical Faculty at Frontier
    • The role of FNU’s Clinical Outreach and Placement team
    • What Case Days are and why they matter
    • FNU’s connection to Every Mother Counts

    Listen to the Full Episode

    Full Episode Transcript

    Enjoy the show?
    Be sure to follow the Frontier Nursing University All-Access Podcast on Google Play, Apple Podcast, Spotify, or wherever you find your podcasts. Visit the FNU All-Access Podcast page here.

  • FNU All-Access Podcast Transcripts: What the Heck is an RCF (Ep #2)

    FNU All-Access Podcast Transcripts: What the Heck is an RCF (Ep #2)

    Frontier Nursing University All-Access Podcast, Episode 2 Transcript
    What the Heck is an RCF

    Please enjoy this transcript of the Frontier Nursing University All-Access Podcast! This podcast provides a closer look at Frontier Nursing University through lively and entertaining discussions with a wide variety of guests and topics.

    [music]

    Angela Bailey: Hello and welcome to the Frontier Nursing University All-Access Podcast. I’m Angela Bailey, Chief Advancement Officer, and your host for this adventure.

    I’d like to welcome you all to the On-Call Lounge here on the Frontier Nursing University campus in beautiful Versailles, Kentucky. Within this inaugural season, we give you an all-access pass to delve deeper into Frontier Nursing University, and the individuals who are making a daily difference in advanced practice nursing, midwifery, education, and health care across the country. Today, it is my pleasure to welcome Dr. Mary Jones and Stephanie Boyd to the On-Call Lounge. Thank you both so much for joining us today.

    Mary Jones: Hi, Angela.

    Stephanie Boyd: Hi, Angela. Thanks for having us.

    Angela: Thank you for being here. It’s so great to be with you ladies. I don’t know that everyone is aware, but Frontier Nursing University has had everybody working from home. Any chance I get to hang out with these two very cool ladies, I am excited to do so. Before we dig in, I just want to again, thank you both for being here today. I know that both of you have very busy lives outside of Frontier. If we have time, I’d like to get into that just a little bit. First, let’s talk about the title of this episode. What the heck is an RCF?

    Mary, would you like to talk a little bit about that?

    Mary: Sure. RCF is known as the Regional Clinical Faculty at Frontier Nursing University. Our real work begins with the students once they attend Clinical Bound.

    Angela: Tell me, Mary, what is Clinical Bound for our listeners that don’t know?

    Mary: Frontier is a little bit different. They do the didactic work upfront, and then the students go to their clinical settings once they’ve completed all their didactic work, so they can focus on their clinical practice and getting used to functioning as a nurse practitioner or a nurse-midwife. Clinical Bound is a week-long session where the students come to campus in Versailles and they learn skills and techniques that will help them become providers. They come from all across the country, and they meet with other classmates. Once they finish Clinical Bound, then they work with their RCF to start their clinical sessions actually.

    Angela: Now, Clinical Bound is really a lot of fun. Were you at the Clinical Bound that I was able to attend with students, Mary?

    Mary: I have been at so many Clinical Bounds because I’ve been a team leader. I feel like I’ve been to many where you were present.

    Angela: Well, I actually went through some of the sessions at one Clinical Bound, and the session where you use that very realistic model to deliver babies was absolutely my favorite. I actually talked about this with Dr. Stone in a previous episode and there’s actually a video of my knees shaking as the students made me practice delivering or catching a baby as well. Again, now that video has never seen the light of day. We’re clear that the RCF, their real work with students begins after Clinical Bound, which is a week-long skills-intensive. What does a Regional Clinical Faculty do? Is this a position that all universities have?

    Mary: The Regional Clinical Faculty is unique to Frontier Nursing University. We have a panel of students that we work with closely, we spend time with them, we meet with them every two weeks once they start their clinical practicum. As the RCF, we grade your reflections and your case logs, and your paperwork. Everything that you have to submit for your clinical practicum your RCF takes care of doing that. They also are the ones that can tell you whether or not you can start clinicals.

    If you don’t hear from your RCF, you can’t start clinicals. It’s a pretty important role. As far as other universities, I have worked at other universities prior to Frontier and they do have what they call Adjunct Faculty, and those faculty do work with the students and grade their assignments. In my experience, it’s different because they don’t help the students find clinical placement like the RCFs at Frontier.

    Angela: I think there are a few other things that make you guys pretty unique and different from other universities. For instance, I know you also provide a lot of support to the actual preceptor. Would you like to talk about that a little bit?

    Mary: Yes. Prior to the students going to clinicals, we do meet with the preceptors and we offer them support, we offer them some CEUs that they can earn while they’re having our students precepting our students. We have a large network of preceptors, around 16,000 preceptors that we have an affiliation with across the country.

    Angela: That’s amazing. Correct me if I’m wrong. Stephanie, you may know a little bit more about this, but 16,000 preceptors, over 4,000 clinical sites spanning all 50 states, is that correct?

    Stephanie: Actually, we use about 4,000 clinical sites every couple of terms, but we have over 13,000 that we’ve utilized either in the past or currently, and it’s growing.

    Angela: Wow. I think that’s remarkable because as our student body has continued to grow over the last decade, I know that there’s been a lot of work that went into also credentialing and certifying all of these different preceptors and clinical sites. I know that Mary, the RCFs, you really develop relationships, not just with the students who you support during this process, but with the sites and the preceptors. I remember doing some preceptor site visits with you on a very rainy day in New York City.

    Mary: It seems like eons ago that we did that. For a small-town girl, less than 500 population, it was an interesting time to run through the streets of New York City and just pretend like I’ve done this my whole entire life.

    Angela: I was so impressed when we went into the site that people knew exactly who you were, that they welcomed you, that you even brought a little gift for the site. It was very meaningful to me to know that our RCFs really do have that supportive relationship not just with our students, but also with our clinical preceptors at the clinical sites. I know that your work with the students really begins, as you said, with Clinical Bound. Stephanie, I think you have a lot to say about some support for students before Clinical Bound. Mary alluded to the fact that sometimes there’s difficulty in finding clinical sites. Do you want to talk a little bit about your team?

    Stephanie: I would love to. Just to clear everything up for anyone listening, I am not a practitioner. I’m not a clinician. I don’t catch babies. I don’t pretend to catch babies or any of that. I’m actually the Director of Clinical Outreach and Placement. I’ve been here for about 13 years. I am so lucky to be able to work with this particular Clinical Outreach and Placement team, which consists of a clinical services coordinator, and three clinical advisors currently.

    Really the goal for our unit, our services, are to meet with the student as soon as they come to orientation and start walking them and talking them through the clinical site identification process, because it can be rigorous, depending on the program that the student is in, geographically where they’re located. We always want to make sure that students know well in advance what the expectations are, and also what resources are available to them. Some of our students will come in right away and know exactly where they want their clinical experience to be and what they want that to look like. Then we do have some students who come in and they’re not really sure.

    They may have an idea, but perhaps they’re new to that area, or they haven’t been a practitioner long, and they haven’t created a lot of relationships. They’re still trying to figure out what that clinical experience is going to look like. The goal for us is to really help walk them through. There’s so much in terms of what to do and what not to do when you’re looking as a student for clinical sites. We give them some advice, help them use our resources at Frontier, and really try to get their plan in line so when they’re ready for their RCF to look at their clinical plan and approve it, all their ducks are in a row so to speak.

    RCFs can check, check, check and approve everything and the student can get ready to move into Clinical Bound and then their clinical experience. The flip side of that is we have our clinical services coordinator. She’s more on the customer service preceptor side of things. Her name is Brittany and she will really work closely with our new preceptors and then also our more seasoned preceptors to help them with anything they may have questions about, using our online system. We call her the preceptor whisperer because she answers all these questions because the RCFs are busy out at the sites. They’re out there, meeting with students and meeting with preceptors. They’re not always right there at their phone to answer a quick question. Brittany’s able to back up the RCF, sometimes either with a technical issue or something, when they’re out on doing that work on the ground.

    Angela: Yes. Honestly, it sounds like in between your team, Stephanie, and the RCFs, Mary, that both the preceptors and the students are really supported from day one throughout their entire experience. Mary, do you know how many RCFs there are at FNU right now?

    Mary: Off the top of my head, let me just add quickly. I want to say there are probably close to 40 RCFs between all three programs and I know that we’re increasing our student population. We’re also trying to increase our RCF population because it is a time-intensive position and we really want to give the support to the students that they deserve and that they do need.

    Angela: Right. I think it’s important for our listeners to understand that, while Stephanie’s team is holding down the fort here in Versailles and providing that excellent support, our RCFs actually live all over the country and they are spread out that way intentionally so that they can provide support to our students where they are and the preceptors where they are. It’d be really hard to do that from our campus in Versailles, right, Mary?

    Mary: Oh, absolutely, yes. It’s nice to have someone out in the field supporting the students in the preceptors while having that support back home.

    Angela: Absolutely. Now, Stephanie, I know that your team is a bit new. Can you talk a little bit about why the team was created and when?

    Stephanie: Yes, our team was created essentially — the middle of 2019 is when I came on board and then we hired all of our clinical advisors. That came from our administrative really looking at all of the data that we collect at Frontier, whether it’s quantitative or qualitative data, we’re a very data-rich environment. They were able to really pinpoint some areas where students were indicating they would need more support.

    One of the places that they did or one area they thought, well, this might be a good idea to have some more support was right when the student comes into the program. The students have a rich — It’s just a vast network of support already in terms of academic advising, their didactic faculty, financial aid. The one piece they said was perhaps missing, was that focus on how to identify clinical sites, where do I start and how do I make sure I’m finding appropriate clinical sites?

    That was really where the discussion started with the administration on how do we develop support service for students in that area. The RCFs, quite frankly, they have an assigned caseload and that’s done on purpose. They may have 20 to 40 students, sometimes max. That’s a lot of students, to really be able to focus on out in their region, but you may have two or 300 students up the pipeline that haven’t even reached clinical bound yet. The RCFs really want to be able to spend all that one-on-one time with students and they just couldn’t. That’s what we were hearing from students is we want someone that can sit down with us and just really make sure– that can really reassure us that what we’re doing is right because the last thing we want students to do is get to clinical bound and not have all those things in place. That’s really why our team was formed to help with that caseload upfront. And really the RCFs could really focus on being in the moment at the site, doing the site visits to make sure the site’s ready for the students, making sure the preceptors are appropriate and then, being there for the student in the moment once they’re there at clinical.

    Angela: Love it.

    Stephanie: Yes, it was pretty exciting. I don’t know another university that has the type of office that we do and the type of services that we provide. We actually have other students from other universities that will contact us and ask us for help. We’re like, well, we can’t really do that but good luck. I think it’s really unique. The relationship that our team has with the RCFs, we work really closely together to be able to provide support to that student when they need it.

    Angela: It’s amazing. Not only is the support and the relationships and the network amazing, but it is amazing to me. You mentioned it, that even this was evidence-based, and it’s also amazing to me that the students spoke and Frontier listened. It’s just a true example of the service that is at the core of Frontier’s mission and our attitude towards all of our students and alumni.

    Stephanie: Absolutely.

    Angela: All right. Is there anything that either one of you would like to share about your team’s accomplishments that you’re most proud of, particularly you, Stephanie, because you guys have only been around for two years?

    Stephanie: Yes, it’s been a whirlwind two years because I don’t need to tell anybody if you’ve been awake, what’s been going on in the world and especially we were not even into this a year when COVID happened and we have had to pivot as an institution in how we delivered services and provided all of our coursework to our students from a clinical perspective. In turn, a lot of hospital systems and things were really having to put things on hold. It was a stressful first year.

    I’m really proud of our team still being able to provide one-on-one service to students, even during a pandemic. I can’t say enough about all the time and the hard work that the staff has put into supporting the students and quite frankly just being able to really develop new services for students. That’s the great part about working at Frontier. If we have a really great idea, and especially if it’s something the students have because we make this assumption, we know what the students need, but sometimes they’re not correct and we have to listen to the students and what they say they need.

    For Frontier to be able to develop this service and allow us to say, what do you need and then create the service as it’s needed and create the resource as it’s needed, we’ve developed lots of systems, processes that are new to our students and then just creating those relationships with the students and RCFs. I’m really proud of that because I feel like there was a little bit of a hole there that we’re helping to help fill and meet a need.

    Angela: Right. Great. Wonderful. What about you, Mary? Can you talk about how this new team has helped you and the other RCFs in your role with working with students?

    Mary: Well, that’s a really good question because I’ve been doing this RCF role for nearly 10 years now. I remember getting students, they contact you immediately after they attend what we call Frontier bound at Frontier Nursing University. That’s their initial orientation to the university. They start asking all these questions and how do I contact these sites?

    As Stephanie, mentioned, as an RCF, we’re out on the road running through an airport, trying to text someone as we’re jumping on the shuttle bus in the Atlanta airport, trying to get our messages across. It’s just been really great having someone there that can say. “We need to work on your resume. We need to look at what sites you need because it’s different for each program.” Everyone needs something different and they have now the specialists in the clinical outreach and placement that can help individualize each student’s plan.

    Angela: Oh, love it.

    Mary: I definitely can’t answer my phone every time it rings. I might be in the air and COVID has decreased some of the travel but we’re still networking with preceptors and students.

    Angela: What I love most is that I can absolutely hear the passion for our students in both of your voices, and because I know you, I know that both of you are very passionate about that. Mary, we talked to about you and I spending some time together in New York City. One of the things that we did while I was there with you at a beautiful Airbnb in Soho that we got for a song, we should do a whole podcast about Airbnb discoveries, right, Mary? One of the things that I remember most about that trip besides us running around in the rain is the Case Day. Can you tell our listeners what a Case Day is?

    Mary: All of the students, as they near the end of their clinical practicum have to present a case study — a difficult patient that they cared for as a student or a memorable patient that they cared for as a student. It’s all evidence-based. All the information they collect and care for the patient is based on their evidence, the most recent evidence for that patient population. We do them either virtually or in person. The in-person ones are great because obviously, you get that face-to-face contact, and then you share the knowledge. You share the information that you learned about caring for that patient. The beauty of that is that somebody else might be having a patient with that same problem and they’re like, what am I doing? What is my next step? And the senior students can share their cases and give them some support as they move up to become the senior student.

    Angela: Like Stephanie, of course, I’m not medical. I’m a fundraiser by trade and so attending those case days just blew me away. I was so impressed with the level of knowledge and information that these students were able to present and articulate. They clearly understood how all of this affected their patient so when the other students started asking what I thought were some really tough questions and the RCFs asking them some really tough questions, the answers were just peppered back. I was just so impressed with the level of knowledge of our students, but I understand I’m biased, but wow. It gave me chills every time but now going back to New York because that was a fun trip, Mary.

    Stephanie: I’m really mad that I missed that trip now that I hear you all talk about it.

    Angela: We were even on The Today Show, we went to The Today Show with one of our faculty in an old Frontier Nursing Service uniform and the rest of us carried baby dolls. We had all these signs and they showed us on TV and we were so happy but let me tell you, there’s nothing like traveling through New York City at 4:30 in the morning. We got some great pictures and good memories, but now Stephanie, you’re no stranger to New York City ether. I seem to remember you running a little race in New York. Would you like to talk about that and why you did it?

    Stephanie: Yes. I have traveled to New York City at 4:30 in the morning, but I had supreme service because all the rail system, everything is shut down just for the race because I ran the New York City marathon. It’s a ghost town because all the local residents there know what’s going on that morning so they’re not out and about, but it was eerie actually. I ran the New York City marathon there in 2018 for a team — Every Mother Counts — so one of my passions besides helping students at Frontier is birth advocacy and the other is endurance sports, endurance running. I don’t know how much you all know about Every Mother Counts, but it’s a nonprofit agency that really works to help improve birth outcomes for women and babies across the globe.

    I actually met their founder when she came to Kentucky. Christy Turlington Burns is their founder and she actually came to Frontier and was working on a project and came and spoke to the students at Frontier. That’s where I met her and learned more about Every Mother Counts. It inspired me to sign up to raise money for that team and run with them in New York City. That was my first New York City marathon experience and it was amazing. It was amazing to be a part of that team and to be able to really have a different platform outside of my work, to be able to promote healthy birth experiences and healthy birth outcomes. I learned a lot just through that experience and it’s great, it’s an awesome race too.

    Angela: Listen. I was so excited. You guys know me, if I am running, you better run too, because something’s chasing me. I am not into endurance. I am the world’s best couch potato but I was so excited that you were running the marathon in New York and for Every Mother Counts. Mary, you might not know this, but I was like tracking her. There was an app and I could track her on my cell phone and I was sending her all these crazy selfies that they showed on these big boards, and it was such a special moment because you’re right, Every Mother Counts and Frontier have such similar missions and I think it’s more important today than it ever was because our birth outcomes are continuing to decline. We’re getting higher and higher maternal mortality rights and infant mortality rates and we know that mothers of color — particularly Black mothers — are four to six times more likely to die in birth than that of their white counterparts. I just really love that you supported that cause and glad that they are connected in some way to Frontier and us to them.

    Stephanie: It’s really amazing. I learned a lot about it and its birth advocacy. I had nurse-midwives with both of my children and one of them was a Frontier grad and it was one of the most transformational experiences that I’ve ever had as a human being. I told her having a midwife was my gateway to being an endurance athlete because if I could do that, if I could have a child the way that I did, it empowered me to be like, I can do anything and that’s what I’ve heard at Frontier over and over again about the strength of mothers and the midwives really help you as someone who’s given birth, understand your power and the power that you hold.

    When I couldn’t have children anymore — I would have children all day long if my husband would let me, but he won’t let me do that anymore; we’ve retired from that sport and we’ve gone on out to other things — but I started running and learned that I could use what my midwife and my doula had helped me learn, just techniques, pain management techniques, and things like that. I apply those now when I’m running and racing. To do an ultra race over 30 miles, 30 to 60 miles, I pull out all those tricks out of my bag that my midwife taught me and it’s what gets me through really not just physically, but it’s the mental aspect. I’m still using all of those things today so just a midwifery model of care to be able to support it through the work I do at Frontier or through any of the hobbies that I have, it’s a little way that I can give back in some way and help improve those outcomes, hopefully for all women, but especially women of color and underrepresented groups that maybe don’t have the same care that some of us are afforded.

    Angela: You’re amazing, Stephanie, I get worn out driving 60 miles much else running it.

    Stephanie: Swimming and biking like, Mary though, I have done like small triathlons, but Mary’s doing like these very long races.

    Angela: I was going to say, Mary’s into all this endurance stuff too. Mary, tell us about the triathlons.

    Mary: Well, I started doing triathlons in my early 50s, so it’s never too late to start something new. I had finished my doctoral degree and I was like, I have been a couch potato for far too long so I started just by riding a bike and one of my RCF students, we were down in the basement in Haggin, remember the gym in Haggin?.

    Angela: For our listeners. That’s a Haggin dorm that was on our campus when we were still in Hyden, Kentucky but go ahead, Mary.

    Mary: She was on the treadmill because she’s like, “Well, I’m training for a triathlon,” and I was on the bike because I’m like, “I’m just starting to get back into cycling,” and stuff and I’m like, “Do tell.” She started talking to me and I had to go do her site visit and lo and behold, she had an extra bike so when I was there, we went out with a ladies group cycling, and then she’s like, “You really have all this endurance, you should really think about doing triathlons,” and I’m like, “Well, she’s right. I’m going to try it.” A year later I had trained for a year and then I did my very first triathlon and I was like, “Oh my gosh, this is so cool,” because it’s not like just running forever because I am not a runner.

    I am a quick walker/jogger until I had my knee replaced and now it’s really just fast walking, but you get the swimming, the biking, the running and actually now I am really enjoying the biking because like I said, I had a knee replacement. The stress of the pounding on the pavement, even just walking can make it uncomfortable, but I never have that feeling in my knee when I cycle so actually in about four weeks, I’m getting ready to do a 300-mile bicycle ride across Michigan if COVID doesn’t get us, the plan is to do that. It’s a five-day bike ride.

    Angela: Wow. Guys, I’m telling you, you almost make me feel guilty. Almost. [chuckles] I am very attached to my couch.

    [laughter]

    Stephanie: I like my couch too.

    Angela: Okay. I don’t know when you have time to be on the couch, but I’ll take your word for it. Okay ladies, before we leave, you guys are both so inspirational. Would you like to share a piece of advice or words of wisdom to prospective students who may be listening to this podcast?

    Stephanie: Mary, I’ll let you go first.

    Mary: Well, I guess, I’ve been around Frontier for 20 years now. I came from my first degree in 2001, so I’m officially at my 20-year affiliation with Frontier.

    Angela: Wonderful.

    Mary: I had such a good experience that I came back and I got my FNP, and then I returned again for my doctorate. What I got out of Frontier was the support that the faculty truly — and staff — they truly care about your success. I have gone to another university and didn’t have quite the same experience. I’m maybe a little bit biased, but my best advice is to trust the process. Even when you feel like it’s just not going to work out. I’ve had RCF students that lose their clinical sites, especially during the COVID. They’re like, “I’m never going to graduate.” I’m like, “It’s going to work out, I promise, it’s going to work out.” Lo and behold, they’ve all graduated, so trust the process.

    If you’re feeling like you need a little bit more, just reach out to your faculty, your advisors, the clinical outreach placement, everybody is here to help you be successful.

    Angela: Wonderful. What about you, Stephanie?

    Stephanie: I think Mary’s summed it up really well. I would just piggyback on what she’s talking about in terms of the support. Do not be afraid to ask for help and don’t be afraid of the process. It’s kind of like when we’re training for a race or triathlon, you have a 12- or 16-week plan in front of you and you follow that plan. It’s all laid out there for you, it’s the same thing at Frontier. There is a plan laid out for you and all the resources are right there. If you’re able to follow that plan and if there’s a bump in the road, just reach out to someone and we’ll just wrap a whole support network around you to be able to come up with a way to tackle that part of the plan.

    There’s highs and lows to every graduate program that you might go through, but I really do feel like Frontier is so unique in that support that we give our students in a distance education program. It’s pretty amazing. I hear our graduates say the same thing Mary said, like I am more invested. They don’t use the word invested, they’re more tied to their classmates in this program than even some of the brick and mortar programs that they went to, and I really do think it’s about those relationships they build at orientation and having that one-on-one time with their faculty and the staff to support them.

    I just think it’s hard to find that at a lot of universities. Don’t be afraid to reach out and ask for help when you need it. That’s what we’re here for.

    Angela: Yes. I will echo that. I attend a lot of professional conferences, where our alumni are there to host receptions and that kind of thing. I just love it when I am at one of these big exhibit halls and I see all these people running down the aisle to go, “There she is, I’ve not seen her.” They normally actually have the reception to see the alumni who are so connected and are just so thrilled to be together again and sing the school song and circle up, which we’ll have to do a whole episode about at some point.

    Anyway, ladies, I love it and I think that you guys really make some great points. I think we can wrap it up by your advice by saying it’s not a sprint, it’s a marathon or triathlon. Train and prepare well and trust the process, right?

    Stephanie: Absolutely.

    Angela: Ladies, again, thank you so much for joining me today. It has absolutely been my pleasure and I’m so glad to know and work with both of you.

    Stephanie: Thank you, Angie, it was great. It was great being here with you guys.

    Angela: We’ll do it again sometime, okay?

    Mary: All right. Take care.

    Angela: Thanks you. To our listeners, thank you for joining Frontier Nursing University All-Access. We hope that you have enjoyed our conversation as much as we have. If you would like to learn more about Frontier and how you can make a difference for mothers, babies, and families across the country, please visit our website @Frontier.edu or reach out to me your all access host, @angela.bailey@Frontier.edu. If you have enjoyed this podcast, and we hope that you have, please remember to rate, review and subscribe. Until next time, thank you for listening.

    [music]

    END

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  • FNU Reflects on Rural Healthcare Efforts in Celebration of National Rural Health Day

    FNU Reflects on Rural Healthcare Efforts in Celebration of National Rural Health Day

    On Thursday, November 18, Frontier Nursing University (FNU) will join healthcare providers and organizations across the country to celebrate the “Power of Rural” on National Rural Health Day (NRHD). Organized by the National Organization of State Offices of Rural Health, NRHD is an opportunity to bring awareness to the unique challenges that rural communities face and the efforts of rural healthcare providers to create positive change in these regions.

    Founded in the Appalachian area of Kentucky, serving rural communities has always been at the heart of Frontier. FNU strives to provide accessible nurse-midwifery and nurse practitioner education to leaders in primary care to serve all individuals, with an emphasis on women and families in diverse, rural, and underserved populations. Today, 73 percent of FNU students live and complete their clinics in rural areas throughout the United States, including various regions of Alaska, Montana, Oklahoma, and Kentucky.

    Throughout the year, FNU shares inspiring stories on its blog about the impact alumni, students and preceptors have on rural communities. As we celebrate NRHD, here are some ways the Frontier community is paving the way for better health conditions in these often underserved regions.

    Preceptor Terry Sims, FNP

    For the past 13 years, Sims has worked in rural South Carolina, helping patients at the Medical University of South Carolina’s Primary Care Center in Great Falls. The rural town of Great Falls once had a thriving economy but has fallen on hard times in recent years due to the closing of a cotton mill. Like many rural areas, Great Falls faces poverty, lack of healthcare education and the need for a complete spectrum of healthcare. Sims hosts up to three preceptors at a time and sees up to 40 patients a day; however, according to those who have studied under him, Sims always takes the time to provide genuine, personalized care to everyone he treats. He also puts his preceptor students at ease with jokes and casual quizzing throughout the day.

    “I am forever thankful that Terry will always be my mentor,” Alice Dalena, one of his precepting students, said after finishing her Clinical Practicum with Sims.

    Alumni Patty Coldiron, MSN, FNP

    Born and raised in rural Harlan County, Ky., Coldiron dropped out of high school at the age of 16 to give birth to her son Joshua, born with spina bifida. Joshua’s condition, and her connection to her homeland, led Coldiron on a journey to improve healthcare in her community. Throughout the past 20 years, Coldiron has worked across the healthcare field as a certified nursing assistant, an ER nurse, and a home health specialist. She earned a master’s degree as a family nurse practitioner from FNU in 2015. In January of this year, Coldiron opened Hometown Urgent Care to meet the gap in care in Harlan County.

    “My community had never had an urgent care medical center, and I knew from working in the ER that these were services we desperately needed in Harlan County,” Coldiron said.

    Coldiron’s clinic operates daily from 10 a.m. to 8 p.m. to help make healthcare a feasible option for working families, a model that she plans on expanding. Coldiron hopes to open more Hometown Urgent Care clinics in other rural areas where citizens rely on emergency rooms for minor and urgent illnesses. She knows that accessible healthcare is key to helping communities like Harlan County thrive.

    Alumni Marli Parobek, DNP, MS, APRN, FNP-C, PMHNP-C

    After working a dozen years as a nurse practitioner in Yakima, Wash., Parobek decided to take her career to the next level to meet a growing need for mental health services in her hometown. Becoming a Psychiatric-Mental Health Nurse Practitioner (PMHNP) and earning a Doctor of Nursing Practice degree from FNU, Parobek now serves the mental health needs of her community, composed of predominantly blue-collar workers and minority races facing poverty and substance abuse struggles.

    Parobek is currently head of the inpatient psychiatric unit at Astria Toppenish Hospital, where her focus is on voluntary and involuntary inpatient psychiatry, medical withdrawal and detox. The voluntary detox program for alcohol and opiate addicts is 3-5 days of 24/7 nursing care in the hospital. Parobek’s role is to prescribe detox medications and perform psychiatric evaluations for these patients until they are discharged to outpatient programs. Marli and the Astria psychiatric unit received federal and state grants to implement their programs, offering vital services that had previously not existed in eastern Washington.

    Alumni David Moore

    Serving as the only nurse practitioner at the Front Street Clinic in downtown Juneau, Alaska, David Moore is dedicated to bringing a better quality of life to the people of his rural town. Moore is joined by a registered nurse, two behavioral health specialists, and two case managers at his clinic. Most of his patients are homeless and medically underserved, with many battling chronic illnesses.

    “Most of the people we see aren’t coming in to be treated for a cold. The majority of our patients are present with chronic illness, and they’re transient, so we only see them when some crisis arises,” Moore said.

    Although his patient load can undoubtedly be challenging, Moore credits FNU for helping to cultivate his desire to serve in rural areas and helping him to think outside of the box.

    “The way the FNU nurse practitioner program is designed, I had to be independent and dig for resources,” Moore said. “FNU taught me to go above and beyond to get the job done.”

    The Frontier community is proud to develop healthcare leaders in rural America. When modern resources are provided to underserved areas, our country grows closer to reaching a more equitable healthcare system with brighter futures for so many.

    Join us in celebrating the value of rural communities and help shine a light on the health disparities facing these regions by sharing information about NRHD with your friends, colleagues, and social media followers. Visit the NRHD site to find ideas and resources. Until all of America has access to quality healthcare, there is work to be done!

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