Alabama
Alabama Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Alaska
Division of Corporations, Business and Professional Licensing, Alaska Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Arizona
Arizona State Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Arkansas
Arkansas State Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
California
California Board of Registered Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Colorado
Colorado Department of Regulatory Agencies, Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Connecticut
Connecticut State Department of Health Board of Examiners
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Delaware
Delaware Division of Professional Regulation Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
District of Columbia
DC Health Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Florida
Florida Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Georgia
Georgia Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Hawaii
Hawaii Department of Commerce and Consumer Affairs, Professional & Vocational Licensing, Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Idaho
Idaho Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Illinois
Illinois Nursing Workforce Center
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Indiana
Indiana State Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Iowa
Iowa Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Kansas
Kansas Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Kentucky
Kentucky Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Louisiana
Louisiana State Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Maine
Maine State Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Maryland
Maryland Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Massachusetts
Massachusetts Board of Registration in Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Michigan
Michigan Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Minnesota
Minnesota Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Mississippi
Mississippi Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Missouri
Missouri Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Montana
Montana Department of Labor & Industry, Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Nebraska
Nebraska Department of Health and Human Services
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Nevada
Nevada State Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
New Hampshire
New Hampshire Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
New Jersey
New Jersey Division of Consumer Affairs Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
New Mexico
New Mexico Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
New York
New York Office of the Professions Board of Nursing
FNU can not guarantee that its MSN/PGC programs meet state educational requirements for licensure as a CNM, FNP, PMHNP, and/or WHNP.
Although Frontier Nursing University can enroll students who reside in New York State in FNU’s programs, FNU has very limited approval from the New York State Education Department (NYSED) to offer clinical experiences in New York. The permission is limited to six MSN nurse-midwifery students who are residents of New York State per academic year (August 1-July 31). MSN nurse-midwifery students must attend clinical experiences in upstate, rural, and underserved areas of New York state. MSN nurse-midwifery students who were not residents of New York State upon admissions and move to New York State during their program are not guaranteed the opportunity to attend clinical experiences in New York State. No other students (PGC nurse-midwifery or MSN/PGC, FNP, PMHNP, or WHNP) may complete clinical experiences in New York State. Therefore any student living in New York that is admitted and does not fall into the limited criteria (six MSN Midwifery students per year) must complete their clinical experience in another state. Students who reside outside of New York may not attend clinical experiences in New York. This limited approval does not apply to DNP applicants, DNP applicants are eligible for admission.
This limited approval does not qualify FNU as a “licensure qualifying program” in New York State. The NYSED will determine, on a case by case basis, whether a graduate of an out-of-state program who applies for licensure as a midwife in New York State meets professional education requirements for New York State licensure.
North Carolina
North Carolina Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
North Dakota
North Dakota Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Ohio
Ohio Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Oklahoma
Oklahoma Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Oregon
Oregon State Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Pennsylvania
Pennsylvania Department of State, Professional Licensing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Rhode Island
State of Rhode Island Department of Health
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
South Carolina
South Carolina Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
South Dakota
South Dakota Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Tennessee
Tennessee Department of Health Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Texas
Texas Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Utah
Utah Department of Commerce, Division of Occupational and Professional Licensing, Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Vermont
Vermont Secretary of State, Office of Professional Regulation
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Virginia
Virginia Department of Health Professions, Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Washington
Washington State Nursing Care Quality Assurance Commission
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
West Virginia
West Virginia Board of Examiners for Registered Professional Nurses
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Wisconsin
State of Wisconsin, Department of Safety and Professional Services, Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
Wyoming
Wyoming State Board of Nursing
FNU’s MSN/PGC programs meet state educational requirements for license as a CNM, FNP, PMHNP and/or WHNP.
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).