At Frontier Nursing University (FNU), it is our goal to inspire prospective nurse-midwives and nurse practitioners in need of a flexible schedule to complete their educational goals. Our specialty lies in giving our students the opportunity to work in their home and local community through web-based, distance learning. We offer a variety of programs to help you further your career to the highest level, including a Master of Science in Nursing program, a Doctor of Nursing Practice program, and Post-Graduate Certificates. As you search for a school to continue your education, be assured that our programs meet you where you are, and provide quality support throughout your healthcare education journey.
With FNU’s Master of Science Nursing (MSN) program, students have the option of becoming a Certified Nurse-Midwife, Family Nurse Practitioner, Women’s Health Care Nurse Practitioner, or Psychiatric-Mental Health Nurse Practitioner. The programs usually begin with an on-campus experience called Frontier Bound; these sessions are currently being held virtually due to the COVID-crisis. However, we have been pleased to find our students report that they are staying connected and inspired through these virtual events and online coursework. Coursework consists of approximately 30 hours per week for part-time students, and about 40 hours per week for full-time students. Students complete the majority of the didactic courses over one to one and one-years and then become eligible for the second on-site session, Clinical Bound. Clinical Bound is a clinical skills intensive that will prepare you for the clinical practicum. Clinical Bound sessions are currently being held virtually due to the COVID-crisis.
After Clinical Bound, students begin their clinical practicum. During this time, they provide nurse practitioner or nurse-midwifery services in their home community for four to 10 months under the guidance of a master clinician preceptor. FNU students benefit greatly from having these advanced practice nurses as role models during the clinical experience. Required clinicals assist students in developing necessary skills for future success.
Once students complete all coursework, at least 675 hours of clinical work, and the final comprehensive preparatory course, they officially have an MSN in their chosen field. Additionally, for students who complete their MSN at FNU, we provide the option to expand their studies and earn a Doctor of Nursing Practice (DNP) through successful completion of 21 additional doctoral-level credits and 500 additional clinical hours.
Recent Frontier grads have a head start, but the DNP program was not designed with only Frontier grads in mind. We provide a fully comprehensive community-based online program to pursue a Post-Master’s DNP. Earning your DNP at FNU will begin with attending DNP Bound. You can opt to complete our DNP program in either 15 or 18 months. This program consists of 30 credit hours in which you will lead a rapid cycle quality improvement initiative. These are small scope initiatives aimed to meet a need within your clinical site while acting as a service-learning opportunity. The initiative provides you with a chance to look at a community-level problem and make a change.
We are dedicated to making our DNP program one of the best of its kind. Following the American Association of Colleges of Nursing’s DNP Essentials foundational competencies, and drawing on the diverse experience of our faculty, we feel that we have developed an all-inclusive program that will leave you confident and competent as a clinical practice leader.
FNU also offers several different Post-Graduate Certificates, meant for students who have completed their MSN and are already a Certified Nurse-Midwife or a Nurse Practitioner, but would like to add a specialization as a Nurse-Midwife, Family Nurse Practitioner, Women’s Health Nurse Practitioner, or a Psychiatric-Mental Health Nurse Practitioner. These programs will leave you prepared to pass your national certification exam in your chosen field and, similar to our MSN programs, completing these certifications will give you the opportunity to continue into the post-masters DNP.
FNU is committed to providing in-demand programs in an obtainable way so that you can expand the care available in your community with knowledge and confidence. If you have any questions or would like more information about any of our degrees or certifications, please visit our admissions page – we would love to talk to you!
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Positive communication is vital to our interactions as faculty, students, and healthcare providers. Our faculty are known for their commitment to communicate often with students through phone calls, emails, and online chats, and for giving them the support they need- no matter where they are. 
At FNU, we find that one of the best ways to grow as individuals, healthcare providers, and a community is through providing mutual support to one another. True mutual support can be found when we treat each other with kindness and patience as we learn together. Mutual support is found in awareness of each other’s strengths and weaknesses and by providing helping hands and thoughts whenever we can. We also support each other by showing compassion and concern as we face our personal life challenges and support our patients through theirs; we rejoice with successes and remain steadfast through mistakes and misfortune. These are principles we instill in our students as they support their patients’ needs, both physical and emotional. Mutual support persists after graduation, as FNU alumni have access to valuable resources and connect both professionally and personally through our extensive 
Everyone understands that working on the front lines of the COVID-19 Pandemic comes with inherent risk. Working as a nurse practitioner at Metro Immediate and Primary Care, which is part of the George Washington University Medical Faculty Associates, in Washington, D.C., Michelle Cochran, MSN, FNP, Class 71, experienced that risk first hand. When the pandemic hit, her clinic began providing assessment and testing for COVID-19 to help ease some of the demand on the hospital. Then, in April, she tested positive for the coronavirus. 
On June 11-13, 2020 the Office of Diversity, Equity, and Inclusion (DEI) at 
Sometimes “answer the call” means literally answering the call. When the Federal Emergency Management Agency (FEMA) called this spring, Julian Williams, RN, CMSRN, FNP-C, Bridge 144, answered. Julian was already on a FEMA assignment at the Woodhull Medical Center of Brooklyn where he was working in the inpatient internal medicine department when the pandemic swept the country and FEMA contacted him for COVID-19 disaster response. He began working at Coler Rehabilitation and Nursing in New York City. 
For more than 80 years, 
Thank you for subscribing to the Frontier Nursing University blog. We’re excited to share that our blog emails, like this one, will be moving to a new format this week. On Thursday morning at 10 a.m. EST, you will receive an email from 
Faculty, staff, preceptors and students of 
Carrie Belin is an experienced board-certified Family Nurse Practitioner and a graduate of the Johns Hopkins DNP program, Johns Hopkins Bloomberg School of Public Health, Georgetown University School of Nursing, and Johns Hopkins School of Nursing. She has also completed fellowships at Georgetown and the University of California Irvine.
Angie has been a full-scope midwife since 2009. She has experience in various birth settings including home, hospital, and birth centers. She is committed to integrating the midwifery model of care in the US. She completed her master’s degree in nurse-midwifery at Frontier Nursing University (FNU) and her Doctorate at Johns Hopkins University. She currently serves as the midwifery clinical faculty at FNU. Angie is motivated by the desire to improve the quality of healthcare and has led quality improvement projects on skin-to-skin implementation, labor induction, and improving transfer of care practices between hospital and community midwives. In 2017, she created a short film on skin-to-skin called 
Justin C. Daily, BSN, RN, has ten years of experience in nursing. At the start of his nursing career, Justin worked as a floor nurse on the oncology floor at St. Francis. He then spent two years as the Director of Nursing in a small rural Kansas hospital before returning to St. Francis and the oncology unit. He has been in his current position as the Chemo Nurse Educator for the past four years. He earned an Associate in Nurse from Hutchinson Community College and a Bachelor of Science in Nursing from Bethel College.
Brandy Jackson serves as the Director of Undergraduate Nursing Programs and Assistant Educator at Wichita State University and Co-Director of Access in Nursing. Brandy is a seasoned educator with over 15 years of experience. Before entering academia, Brandy served in Hospital-based leadership and Critical Care Staff nurse roles. Brandy is passionate about equity in nursing education with a focus on individuals with disabilities. Her current research interests include accommodations of nursing students with disabilities in clinical learning environments and breaking down barriers for historically unrepresented individuals to enter the nursing profession. Brandy is also actively engaged in Interprofessional Education development, creating IPE opportunities for faculty and students at Wichita State. Brandy is an active member of Wichita Women for Good and Soroptimist, with the goal to empower women and girls. Brandy is a TeamSTEPPS master trainer. She received the DASIY Award for Extraordinary Nursing Faculty in 2019 at Wichita State University. 
Dr. Sabrina Ali Jamal-Eddine is an Arab-disabled queer woman of color with a PhD in Nursing and an interdisciplinary certificate in Disability Ethics from the University of Illinois Chicago (UIC). Dr. Jamal-Eddine’s doctoral research explored spoken word poetry as a form of critical narrative pedagogy to educate nursing students about disability, ableism, and disability justice. Dr. Jamal-Eddine now serves as a Postdoctoral Research Associate in UIC’s Department of Disability and Human Development and serves on the Board of Directors of the National Organization of Nurses with Disabilities (NOND). During her doctoral program, Sabrina served as a Summer Fellow at a residential National Endowment of the Humanities (NEH) Summer Institute at Arizona State University (2023), a summer fellow at Andrew W. Mellon’s National Humanities Without Walls program at University of Michigan (2022), a Summer Research Fellow at UC Berkeley’s Othering & Belonging Institute (2021), and an Illinois Leadership Education in Neurodevelopmental and related Disabilities (LEND) trainee (2019-2020).
Vanessa Cameron works for Vanderbilt University Medical Center in Nursing Education & Professional Development. She is also attending George Washington University and progressing towards a PhD in Nursing with an emphasis on ableism in nursing. After becoming disabled in April 2021, Vanessa’s worldview and perspective changed, and a recognition of the ableism present within healthcare and within the culture of nursing was apparent. She has been working since that time to provide educational foundations for nurses about disability and ableism, provide support for fellow disabled nursing colleagues, and advocate for the disabled community within healthcare settings to reduce disparities.
Dr. Lucinda Canty is a certified nurse-midwife, Associate Professor of Nursing, and Director of the Seedworks Health Equity in Nursing Program at the University of Massachusetts Amherst. She earned a bachelor’s degree in nursing from Columbia University, a master’s degree from Yale University, specializing in nurse-midwifery, and a PhD from the University of Connecticut. Dr. Canty has provided reproductive health care for over 29 years. Her research interests include the prevention of maternal mortality and severe maternal morbidity, reducing racial and ethnic health disparities in reproductive health, promoting diversity in nursing, and eliminating racism in nursing and midwifery.
Dr. Lisa Meeks is a distinguished scholar and leader whose unwavering commitment to inclusivity and excellence has significantly influenced the landscape of health professions education and accessibility. She is the founder and executive director of the DocsWithDisabilities Initiative and holds appointments as an Associate Professor in the Departments of Learning Health Sciences and Family Medicine at the University of Michigan.
Dr. Nikia Grayson, DNP, MSN, MPH, MA, CNM, FNP-C, FACNM (she/her) is a trailblazing force in reproductive justice, blending her expertise as a public health activist, anthropologist, and family nurse-midwife to champion the rights and health of underserved communities. Graduating with distinction from Howard University, Nikia holds a bachelor’s degree in communications and a master’s degree in public health. Her academic journey also led her to the University of Memphis, where she earned a master’s in medical anthropology, and the University of Tennessee, where she achieved both a master’s in nursing and a doctorate in nursing practice. Complementing her extensive education, she completed a post-master’s certificate in midwifery at Frontier Nursing University.
Dr. Tia Brown McNair is the Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the American Association of Colleges and Universities (AAC&U) in Washington, DC. She oversees both funded projects and AAC&U’s continuing programs on equity, inclusive excellence, high-impact practices, and student success. McNair directs AAC&U’s Summer Institutes on High-Impact Practices and Student Success, and TRHT Campus Centers and serves as the project director for several AAC&U initiatives, including the development of a TRHT-focused campus climate toolkit. She is the lead author of From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education (January 2020) and Becoming a Student-Ready College: A New Culture of Leadership for Student Success (July 2016 and August 2022 Second edition).