While earning a degree in the medical field is certainly beneficial to 
aspiring health professionals, Frontier Nursing University (FNU) takes the educational experience one step further. For the third consecutive year, FNU is partnering with Drexel University to bring midwifery students an Interprofessional Education Simulation Learning Experience.
This groundbreaking program fosters collaboration among health providers, initiates interprofessional communication to improve patient care, and educates providers on the role of the nurse-midwife in providing comprehensive care.
Frontier began sending nurse-midwifery students to Drexel for simulated learning experiences in 2015, and now takes up to six students three times throughout the year (January, April and November). Assistant Professor Dr. Sarah Smith, DNP, CNM, and Associate Professor Jane Houston, DNP, CNM, Clinical Director for CNEP and Women’s Health, head up the collaboration from the Frontier side. They work with dynamic husband and wife duo Drs. Owen Montgomery, MD, OBGYN, and Kym Montgomery, FNP, from Drexel to bring this partnership to life.
The simulation is a live, day long experience at Drexel University, however other modes of teaching related to this are also integrated including a preconference and post conference case presentation. FNU nurse-midwifery students then travel to Drexel University’s Center for Interprofessional Clinical Simulation and Practice in Philadelphia, Pa., to enter the simulation.
Students participating in the simulation are carefully assigned into “cohorts” by Dr. Kym Montgomery. Cohorts could include Drexel WHNPs, undergrad student nurses, physician assistant students, law students, nurse anesthetist students, medical students, and Ob/Gyn residents. Once participants are prepped and grouped, professional actors play the role of patients in scenarios designed to simulate standardized patient experiences, obstetrical complications and high fidelity situations.
As students move through the scenarios, they interact interprofessionally communicating, collaborating, and ultimately working to provide safe medical management to the patient in the scenario. Following the scenario, Drexel course faculty, including an APRN and a physician, debrief with the student participants. Another learning experience, students are paired with another student in a different specialty. For example, a WHNP student may be paired with an MD student or resident. Together, they conduct an outpatient office visit with a standardized patient. The students must assess the patient, develop a plan of care and discuss the plan of care to the patient utilizing appropriate teaching strategies. To finish the day, participants deliver Case Presentations in an Interprofessional Classroom Discussion to analyze the scenarios, thinking process, problem-solving methods, and more. This interprofessional forum is what leads to improved patient care.
“One of the exciting outcomes of the simulation learning experience is that it helps students pursuing other healthcare professions understand the level of care that nurse-midwives provide and the value of working in a healthcare team that includes nurse-midwives,” says Smith.
Frontier nurse-midwifery students in clinical or attending Clinical Bound are eligible for this groundbreaking program, receiving 12 hours of clinical time. This is a value-added experience that Frontier plans to replicate on its own campus in the near future.
“Looking to the future, this pioneering model is something we’d love to see replicated at FNU, in the same way Mary Breckinridge, FNU’s founder, hoped to see her healthcare demonstration project replicated across the U.S.,” says Houston. “The simulation learning experience provides a way for students to understand the value of interprofessional communication and how that leads to improved patient care.”
More on Drexel University’s Center for Interprofessional Clinical Simulation and Practice: http://drexel.edu/cnhp/about/CICSP/
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).