Samana Upadhyaya, MSCPE, Enterprise Applications Manager (staff representative)
Academic Administration
Audra Cave, DNP, FNP-BC Department Chair Family Nursing
Khara’ Jefferson, DNP, APRN, FNP-C DNP Director
Rachel Risner, Ph.D., DNP, APRN, C-FNP, CNE
Associate Dean of Academic Affairs
Kevin Scalf, DNP, APRN, PMHNPBC, CNEcl, Department Chair of Psychiatric-Mental Health
Eileen Thrower, Ph.D., APRN, CNM, CNE, FACNM
Department Chair of Midwifery and Women’s Health
Dear Friends,
I am thrilled to share the Summer 2024 issue of the Quarterly Bulletin with you. As a three-time graduate of Frontier and as FNU’s president, I am so proud of this university and the amazing people like you who make this such a special place. This issue covers a number of exciting and important topics. I am excited to share details of the remarkable work being done by our faculty, staff, students, and alumni.
On the heels of our 14th annual Diversity Impact Conference, we take a close look at the history of FNU’s diversity, equity, and inclusion journey, specifically tracing the university’s many steps and initiatives to increase diversity enrollment from 9 percent nearly two decades ago to over 30 percent today. That achievement helps increase representation in healthcare, which is an essential piece in addressing healthcare disparities across our country. The topic was central to our Summer 2024 Diversity Impact Conference and is further explored via the stories of two FNU graduates who are doing essential work in their communities.
Reading about all the accomplishments of our alumni, the events we are hosting, and the initiatives we are championing always serves to remind me of why I am so passionate about this university and am so proud to be back here.
I encourage you all to remain connected to the university via the Quarterly Bulletin, our social media accounts, website, and e-newsletters. We have so much important information to share and opportunities to continue to learn from one another. This is an amazing university, thanks to each and every one of you.
As I settle further into the role of Frontier Nursing University’s president, I look forward to meeting and hearing from you, learning your stories, embracing your support, and receiving your suggestions to facilitiate present and future success.
Sincerely,
Dr. Brooke A. Flinders, DNP, RN, APRN-CNM, FACNM president@frontier.edu
Dr. Susan Stone
Dr. Susan Stone Named Frontier Nursing University’s President Emerita and Distinguished Chair of Midwifery and Nursing
Frontier Nursing University (FNU) announced Dr. Susan Stone, DNSc, CNM, FACNM, FAAN, as the university’s President Emerita and Distinguished Chair of Midwifery and Nursing, effective August 1, 2024. Dr. Stone announced her decision to retire as FNU’s president in 2023, leading to a nationwide search that culminated in the selection of Dr. Brooke A. Flinders as the FNU’s new president, effective August 1, 2024.
Dr. Stone, who served as FNU’s president for 23 years (2001-2024), succeeds past Distinguished Chair of Midwifery Dr. Eunice (Kitty) Ernst, who passed away in December 2021. Appointed by the FNU Board of Directors to begin this new role in August 2024, the position has been expanded to include both midwifery and nursing. As the Chair, Dr. Stone will promote midwifery and nursing both nationally and internationally.
“Susan Stone has left a legacy of growth and transformation at Frontier,” said FNU Dean of Nursing Dr. Joan Slager, CNM, DNP, FACNM, FAAN. “She has demonstrated vision and leadership that have resulted in the exponential expansion of our programs while remaining staunchly true to our mission. I'm very pleased she will continue to serve FNU as the Distinguished Chair of Midwifery and Nursing.”
Whether as a practitioner, instructor, university president, presenter, or organizational leader, Dr. Stone’s professional career has been consistently directed toward supporting advanced practice nurses and nurse-midwives through advocacy, education, and innovation. As a nurse-midwife herself, she has had a special focus on advancing the midwifery profession.
“FNU has been profoundly fortunate to have had the expert leadership and progressive vision of Dr. Stone during her long tenure,” said FNU Board Chairperson Michael Carter. “Her wise counsel and steady leadership of FNU has resulted in our many outstanding achievements and positions us well for the future. The Board of Directors is very pleased to have her continued service to the university as she assumes the Distinguished Chair of Midwifery and Nursing.”
Dr. Stone was inducted into the National Academy of Medicine Class of 2018 and was president of the American College of Nurse-Midwives (ACNM) from 2019-2020. She is a Fellow at both ACNM and the American Academy of Nursing. She was the recipient of ACNM’s Kitty Ernst Award in 1999, which recognizes “innovative, creative endeavors in midwifery practice and women’s health care.” Other honors include the 2011 American Public Health Association’s prestigious Felicia Stewart Advocacy Award, which recognizes individuals who have demonstrated a strong commitment to advocacy on behalf of reproductive health and rights.
“Since assuming the presidency in 2001, Susan Stone worked tirelessly to achieve the vision of Frontier Nursing University as the premier online educational institution for advanced practice nursing,” said FNU Board of Directors member Dr. Kerri Schuiling, Ph.D., CNM, FACNM, FAAN. “Dr. Stone is a dedicated advocate for access; access to education for nurses who want to become advanced practice nurses and nurse-midwives and access to quality healthcare for all. Over her tenure these last two decades, she has been nationally recognized for exponentially increasing the number of nurse-midwives and other advanced practice professionals practicing in areas of highest need. FNU is fortunate that Dr. Stone has created a firm foundation upon which Dr. Flinders can continue to build.”
Throughout FNU’s growth and innovation, Dr. Stone has kept the university focused on its mission of educating advanced practice nurses and nurse-midwives to serve in rural and underserved areas. As President Emerita and Distinguished Chair of Midwifery and Nursing, Dr. Stone will continue her legacy of championing FNU, its students, and accessible healthcare for all.
Those wishing to pay tribute to Dr. Stone’s commitment to FNU and nursing are encouraged to donate to the Stone Family Scholarship or the Susan Stone Chair at frontier.edu/give.
Meet FNU President Dr. Brooke A. Flinders
Dr. Brooke A. Flinders Named New President of Frontier Nursing University
Frontier Nursing University’s Board of Directors announced that Dr. Brooke A. Flinders, DNP, RN, APRN-CNM, FACNM, has been selected as the University’s next president. Dr. Flinders has extensive experience as a nurse-midwife, educator, and college administrator.
Dr. Flinders left her position as Professor of Nursing and Associate Provost for Faculty Affairs at Miami University (Ohio) at the end of July and assumed the presidency at Frontier Nursing University (FNU) on August 1, 2024. A three-time graduate of FNU, Dr. Flinders holds a Certificate in Nurse-Midwifery, a Master of Science in Nursing, and a Doctor of Nursing Practice degree from Frontier.
“We are thrilled that Dr. Flinders has accepted the offer to become the next President of Frontier Nursing University,” said FNU Board Chair Dr. Michael Carter, DNSc, DNP, FAAN, FNP/GNP, BC. “Dr. Flinders’ wealth of experience as an educator, practitioner, and administrator will be a tremendous asset to our students and our faculty and staff who support them. We are extremely excited about the future of Frontier under Dr. Flinders’ leadership.”
“Our long and rigorous search brought forward several qualified presidential candidates, but ultimately, Dr. Flinders stood out as the best choice for Frontier Nursing University,” said Chair of the Presidential Search Committee Dr. Kerri Schuiling, PhD, CNM (ret), NP, FACNM, FAAN, who is a member of FNU’s Board of Directors and chaired the search committee. “Through her interactions with the search committee, Board of Directors, faculty, staff, students, and alumni, Dr. Flinders demonstrated her understanding of and commitment to the mission of Frontier Nursing University.”
“I
am proud and honored to accept the position of President of Frontier Nursing University… I believe wholeheartedly in Frontier’s mission and am excited to carry it forward.”
— Dr. Brooke A. Flinders DNP, RN, APRN-CNM, FACNM
Dr. Flinders obtained her Associate Degree of Science in Nursing (1994) and Bachelor of Science in Nursing (2003) degrees from Miami University in Ohio. She has significant clinical and academic experience, including community-based nursing care, labor and delivery nursing, full-scope practice as a Certified NurseMidwife, and 18 years of experience as a college educator and administrator.
“I am proud and honored to accept the position of President of Frontier Nursing University,” Dr. Flinders said. “My connection to Frontier extends nearly two full decades, and I am so proud to be one of its more than 9,000 graduates. I loved my time as a student and have been thoroughly impressed by the university’s lived mission and how it has been embraced by the faculty, staff, administration, and students through their Culture of Caring. I believe wholeheartedly in Frontier’s mission and am excited to carry it forward.”
During her academic career, Flinders received Miami University’s Distinguished Alumni Award from the Department of Nursing (2021) and, in recognition of their service efforts during the COVID pandemic, Flinders and each of her nursing colleagues received the President’s Service Medallion. Flinders was inducted as a Fellow of the American College of NurseMidwives in 2021.
“As a proud graduate of Frontier School of Midwifery and Family Nursing and Frontier Nursing University, I am eager to build upon the amazingly strong foundation that already exists,” Dr. Flinders said. “Healthcare provider shortages and the maternal mortality crisis plague our country. Frontier has a long history of finding unique solutions to complex problems, and we will continue to be a leader in identifying and implementing solutions by producing highly prepared nurse-midwives and nurse practitioners who have answered the call to serve.”
Getting to Know Dr. Flinders
How did you first become interested in healthcare?
I started thinking about healthcare, probably because my mom worked in a local emergency department. She was a registrar, and did a lot of administrative work.I was around that setting throughout my childhood. As I got a little older, I think my mom realized that she probably shouldn't push me too far in one direction, so she would kind of sprinkle it in, or subtly remind me “there's always healthcare…you could be a nurse.” Later, when I thought that it was my idea, I went straight into a direct admit program at Miami University in Ohio. I was 18 years old, and I did a twoyear Associate degree program. I became a registered nurse by the time I was 20 years old, and I haven’t looked back.
What interested you about nurse-midwifery?
As I reflect on my nursing career, the things that I loved the most had to do with health promotion, advocacy, helping people make informed choices that were best for them, whether I agreed with them or not, and just really helping people to be as healthy as they were willing to be. My passion for health promotion, at least in part, led to my decision.
What made you choose FNU for graduate education?
The first time I heard about Frontier, I was 20 years old. I had just finished my associate's degree program, and had started my RN to BSN program. We were doing a group project, and somebody in my class did her project on the Frontier Nursing Service. I remember being enamored by this story of nurses on horseback who
were providing communitybased care and helping people no matter what healthcare challenge they faced. They were helping them to be healthier and they were caring for the whole family. That really stuck out to me.
Why did you decide to come back to Frontier for your DNP?
There are two reasons I came back to Frontier for my DNP. One was the DNP itself. I had come through higher education and had survived the tenure track process. I was tenured, and I was an associate professor. I was already starting to do some administrative work at that point. For me, the DNP made a whole lot of sense. It was time. If I was going to move further along in my career as an administrator, I needed to complete a doctorate. I went with the DNP as opposed to a PhD because I knew that I might go back into practice.
The reason that I decided to do my DNP at Frontier, specifically, was because of the fantastic experience I had the first time around. I really latched onto the idea of distance-based education and the difference between online education and distance-based. And I'll never forget coming to campus and getting to know my faculty and my staff and my peers and just building relationships. It was so important. The students who are the most successful are the ones that are connected. For me, Frontier fostered connections.
I didn't really need that much support in the classroom. I knew how to study. I knew how to take tests. I knew how to
write papers. I'd been doing it for years. The part that was more difficult for me was the juggling. I was still a nurse. I was doing clinicals. I was raising kids. I couldn’t imagine myself in this new role. It felt like a huge jump. I thought, “Am I really able to do this?” That's where my faculty made the biggest difference to me. They got to know me. When I showed up at ACNM conferences, even years after I had them in class, they still knew my name, they remembered my kids' names, and they cared about how I was doing. It's those personal relationships that really made it an easy decision for me to come back to do my DNP at Frontier.
The other important thing is that I trusted Frontier. I trusted the way that they did distance-based education. As a student, you just want things to be simple. And it's not like you want it to be easy, but you want the processes to be worked out. If you have trouble with a computer system, you need to know that somebody will pick up the phone to help. If you're struggling in class and you don't know which resources you should be using, you need to be able to reach out to talk to somebody. I knew that people were available, they were accessible, and they wanted to help me succeed.
Jason and Brooke Flinders
How do you feel the DNP impacted your career?
I was at the point in my career where I needed a doctorate to be qualified for the positions that I was ready for next. That's part of it. The other thing that I would say is that I learned to lead partly because I had been a nurse and I had been a midwife who cared and who worked really hard to do a great job. I knew how to educate. I knew how to connect. I knew how to listen. And then as a nurse educator and a chair of a nursing department, I knew my department well. I knew the strengths of my colleagues, I understood the communities that we served, and I understood the university that I was at. I led with a lot of common sense, I would say. And the DNP helped kind of tie everything together for me. It provided the theory that I needed to understand. The timing and intuition and things like that, you pick up with experience. The DNP allowed me to understand the theoretical frameworks and “underpinnings”.
What attracted you to this new role of being president at Frontier?
The things that drew me back to Frontier to serve as president are difficult to describe. I had attended all these faculty development conferences, and had been a Fellow in all these different leadership programs. As I would sit and talk to my peers, they all
knew exactly where they were going. They knew exactly which position they wanted to end up in. They wanted to be a president here or a provost there. They had this very clear sense of direction. With me it was not like that. I knew that there was something else. I could feel that there was something else. I knew that I had more to give. I knew there would be an opportunity, but I could not explain or tell somebody what it would be.
I've always known there would be something more for me as I took on additional administrative roles. It would be like, “This is great. I like it. I'm good at it. I enjoy it. I care. I’m making an impact.” Certainly, that’s important to me, but I sometimes felt like I wasn’t using all my strengths. This combination of being a college administrator and being a nursemidwife – very rarely do you have an opportunity to tie those things together. I needed university-wide administrative experience to be prepared for this role. But, at the same time, I had come away from myself as a nurse and nurse-midwife. I was ready to come back. All those other positions and all the experience I gained as chair, associate dean, and associate provost prepared me for a role like this. I feel like it’s just this perfect combination for me that is unusual to find.
Do you have any specific goals for your first year as president?
I don’t have a checklist. That’s not how I intend to approach it. I really know how important it is to listen. I plan to surround myself with everybody who can help me. I want to get to know individual faculty members and staff, and I want to get to know our students, and I want to get to know our Board, and I want to get to know our community – Versailles, Woodford County, and the greater Lexington region.
I need to integrate myself, and I need to get to know better the strengths of the current Frontier. I’ve known Frontier for 20 years, but this is not the same Frontier that I attended back in 2003. Things have changed, and things continue to change. So it's really, really important that I listen
and that I learn, and not just that I listen to individuals, but that I listen to groups and that I understand concerns and priorities and hopes and dreams and all those things that will make me prepared when something comes along. Opportunities come along quickly and as a leader, you've got to be ready. You've got to understand your strengths and you've got to understand all the different pieces that can help you make the right decision or the wrong decision. I intend to spend a lot of time in this first year listening, learning, and understanding.
Why did you want to become a nurse-midwife?
I became a midwife because I knew that I wanted to work in some field that led to health promotion. I had done more acute care. I had done more chronic care. I loved community-based care, and I loved helping people make decisions that were right for them. I believe wholeheartedly that people do the best they can and that they want their family members to do well. Parents want their babies to thrive. Families want to do well. It doesn't mean that people are set up with the right resources or enough resources. I came with that framework from my work as a nurse, and then I had my first child.
There I was at 37 and a half weeks pregnant, and I was at my last childbirth class surrounded by everybody else who was getting ready to have their babies. I got my certificate that had my name on it, stating that I had finished my class, and I went to the restroom and my water had broken. And so then it set this whole spiral of events that were not on my birth plan. Suddenly I was on the clock, and people were trying to move me along faster than my body was ready to move. I mean, I could tell you the story, or you could tell me the story. It's the same story over and over that we hear: the more we intervene, the more we have to intervene. That whole birth did not go the way that I wanted it to go.
Meet FNU President Dr. Brooke A. Flinders
Now, did I have a great outcome at the end? Sure. Am I grateful for that? Absolutely. But would I change some things along the way if I could go back? Yes, I would. Even though I was a nurse, I could not advocate for myself in those moments, like most people can't. And so, with my next pregnancy, I went to a midwife. She was phenomenal. She listened to me, she got to know me, she understood me, she supported me, and she advocated for me. I had a completely different pregnancy, and I had a completely different birth that time. As soon as I was able to go back to school to become a midwife, and as soon as I was able to learn labor and delivery and to feel prepared, that's what I did.
What was your DNP project?
My DNP project was actually something that I had started before I began the program. I had a five-year grant from the Department of Health and Human Services to do teen pregnancy prevention in southwestern Ohio. I got this grant after about one year of being a faculty member. I was brand new to education. I knew a lot about educating teens, and I knew a lot about pregnancy prevention, but I didn't know how to administer a grant. I had this five-year program, and I delivered evidencebased programming with the help of my undergraduate nursing students. They were taking a required class in OB and Women's Health, and I was teaching them all these concepts. They could go out, through a service learning project, and teach teens. We were evaluating the teens at baseline four months and 12 months. We were evaluating the nursing students;what they were learning and how those things tied to our competencies.
For my DNP project, I took my evaluation up to the next level. We were doing these checklists, we called them fidelity toolkits, and it was important as educators of an evidence-based program that we taught
the same program over and over. The curriculum had to be the same. We had to be consistent. So we used these fidelity toolkits regularly. What we didn't do was evaluate them or correct the things that were not going well. My DNP project involved quality improvement using the fidelity toolkits. It helped us improve the quality of the program that we were delivering in a timely manner, and it helped us to do a better job of evaluating the program.
What excites you about being the President of Frontier Nursing University?
As President of Frontier Nursing University, I'm most excited about getting to know our students, figuring out what their priorities are, and making sure that we are continuing to provide accessible education for anybody who wants to come here. I want to make sure that once a student comes here, they feel supported and they feel like they're valued -- that they have a home here at Frontier, so that they can go on to do the good work they do in their communities. I feel like we draw excellent students, but healthcare is more complicated than it's ever been. The people that we serve have more complex lives than they've ever had. You can't over-prepare a nurse practitioner or a nurse-midwife.
Why do you think diversity, equity, inclusion, and belonging are important for Frontier University?
I think focusing on diversity, equity, inclusion, and belonging is critical at Frontier for a couple of reasons. The first is that we want our students to thrive. We want our faculty and staff to thrive. And to do that, we have to be more diverse. We have to value diverse thoughts. Diversity isn't about accommodating somebody or checking a box. It's not something you can do one time. When you value DEI, you need to do it every day. And it's not just about a statement; it's about what you practice day in and day out. It’s about something that everybody can point to participating in. Everybody plays an important role in supporting and valuing it and making sure that we're following through with what we say that we value.
The other thing about DEI is that as we prepare advanced practice nurses and nursemidwives, we serve diverse populations and we serve diverse individuals. We need to understand that, in order to receive good care, people need to be understood. It's very simple. They must be valued, respected, and understood. If they're not, they won't speak up. If they're not valued, they won't tell us what's bothering them. If they don't feel respected, they won't say, “That sounds great, but I don't have a car.” Those very basic things that some people just assume are true are not true for everybody. We must spend time getting to know who people are, where they come from, what their values are, what their beliefs are, and how those things might make us all better. That's important work.
Finally, it's not just about having a seat at the table or a place at the table. That's a very important first step, but that's not the end. If someone is seated at the table and they still feel like they don't have a voice, we have a problem. We are missing out on an important opportunity to include somebody, to learn from them, and to incorporate new ideas.
Frontier Presents Honorary Doctorate to Former Board Member Wally Campbell
FNU President Emerita and Distinguished Chair of Midwifery and Nursing Dr. Susan Stone, FNU Board Member Emeritus Dr. Wally Campbell, and FNU Board Chair Dr. Michael Carter.
Wally Campbell is a part of Frontier Nursing University's history. After all, he was born into the hands of a Frontier nurse-midwife and grew up in Leslie County, Kentucky, the original home of FNU. He has always had a thirst for knowledge and a passion for education. He shared his expertise with Frontier, serving on the Board of Directors for more than a decade. Now a Board member emeritus, Campbell’s years of service, significant contributions, and meaningful leadership to Frontier, were rewarded with the presentation of the honorary degree of Doctor of Humane Letters, Honoris Causa, during a presentation in May.
“Since the first day he joined the Board of Directors, Wally has been an exemplary member of the Frontier Nursing University community,” said FNU President Emerita Dr. Susan Stone, CNM, DNSc, FAAN, FACNM. “He has shared his immense expertise with thoughtfulness, respect, and a keen focus on what is best for the university and our students. It has always been clear that the university means a great deal to him, but he has meant even more to Frontier.”
Campbell grew up on a subsistence farm in rural Leslie County, Kentucky. He graduated from Berea College in 1966 with a major in elementary education. He
earned a master’s degree at Eastern Kentucky University in 1969 and his PhD in the Sociological Foundations of Education at the University of Toledo in 1972.
As is often the case, the student became the teacher. Campbell was a public school teacher/principal and director of the Higher Education Act TRIO programs (Upward Bound, Talent Search, and Student Support Service) early in his career. He served as Dean at Alice Lloyd College for 20 years, playing a major role in the institution’s successful transition from a two-year to a four-year college. He provided leadership for the development of baccalaureate programs, recruitment and retention of faculty, the addition of a new library, classrooms, and laboratory facilities, and expansion of scholarships for graduate/professional school.
Campbell went on to serve as Dean at Pikeville College for 11 years. There, he was instrumental in accreditation studies, including approval for the merger of the College and the School of Osteopathic Medicine. He also led the development of new majors, academic honor societies, study abroad programs, faculty development, institutional effectiveness planning, and the Booth Scholars Program.
His leadership extended to entities beyond the institutions at which he worked. He attended the Harvard Institute for Educational Management and chaired the Deans Task Force of the Council of Independent Colleges (CIC). He was active in the Appalachian College Association, Association of Kentucky Independent Colleges and Universities, Kentucky Education Professional Standards Board, and Leadership Kentucky. He has also served as a member of the Executive Council of the Berea College Alumni Association and an officer in the Berea Kiwanis Club.
His volunteering spirit brought him to Frontier in 2012 when he joined the Board of Directors. He served on the Board until 2023. Today, he is a Board Member Emeritus and a Trustee. During his time on the Board, he chaired the facilities committee. Among its many responsibilities and accomplishments, this committee oversaw the maintenance of the Hyden campus and the construction and development of the Versailles campus.
Accordingly, Campbell has been honored for his contributions to the many institutions he has led and influenced. In 2006, Campbell received the CIC Chief Academic Officer Award. In 2008, he and his wife Jane received Honorary Alumni Awards from Pikeville College. He was also named Dean Emeritus and awarded an honorary Doctor of Humane Letters degree by Pikeville College. He received the Berea College Distinguished Alumnus Award in 2011.
“I am so happy to be able to add Frontier Nursing University to that list of educational institutions recognizing Wally’s invaluable contributions, including his expertise, insightfulness, leadership, and time,” Dr. Stone said. “He is a friend, a trusted voice of reason, and a giver of advice. Suffice it to say Frontier Nursing University owes an immense debt of gratitude to Wally.”
Frontier Nursing University Releases Maternal Health
Documentary
Frontier Nursing University (FNU) has produced a documentary about maternal health care and the role of nurse-midwives. The documentary NurseMidwives: Addressing the Maternal Health Crisis will be aired on the PBS network Kentucky Educational Television (KET).
“The United States has the highest maternal mortality rate among wealthy nations, and 2022 data from the CDC shows that over 80% of pregnancy-related deaths in the U. S. from 2017-2019 were preventable by providing better care,” said FNU President Dr. Susan Stone, DNSc, CNM, FACNM, FAAN. “This documentary tells the story of how distance education paved the way to addressing this crisis by educating more
nurse-midwives who play a crucial role in reducing maternal mortality.”
Before the advent of online learning, a remarkable group of nurses and nursemidwives believed that more nurses would seek certification as nurse-midwives if they could stay in their home communities during the educational process. Thus, the development of the unique and innovative Community-based Nurse-Midwifery Education Program (CNEP). CNEP was developed to allow nurses who lived in rural and underserved communities access to nurse-midwifery education without leaving home. The documentary details the development and evolution of the CNEP via interviews with visionary leaders and educators. It also shines a light on the subsequent development of family nurse
practitioner, women's health care nurse practitioner, and psychiatric-mental health nurse practitioner distance education programs and their similarly vital roles in maternal health care.
“The work of nurse-midwives and nurse practitioners is reshaping the landscape of 21st-century healthcare,” Dr. Stone said. “From Alaska to Alabama to Appalachia to every state in America, these amazing healthcare providers are making a difference in the rural and underserved communities in which they live and serve.”
Learn more about this documentary at frontier.edu/documentary.
Thank you to the Van Sloun Foundation for their generous support of this documentary.
Legacy Gift Supports FNU Student Scholarships
Kitty Ernst, a legendary figure at Frontier Nursing University, passed away in December 2021. The following September, FNU held a memorial ceremony in Kitty’s honor under the Ginkgo tree on the FNU campus. It was a fitting location for the ceremony, as it was Kitty who planted the seeds for community-based midwifery and led the development and implementation of FNU’s Community-based Nursemidwifery Education Program (CNEP) program.
Kitty’s life was devoted to serving others. She started her career as a nurse-midwife as one of the original nurses on horseback in the early 1950’s. From there she taught, she led, and she lifted others up. She inspired everyone to pay it forward through service to the profession and to our communities. Her visionary leadership set Frontier on a course of innovation and expansion. Most of FNU’s more than 10,000 alumni were blessed with the opportunity to meet Kitty and be inspired by her.
“Kitty Ernst led with passion, perseverance, and commitment, and perhaps most importantly, by her presence,” said FNU Dean of Nursing Dr. Joan Slager, CNM, DNP, FACNM, FAAN. “She always made herself available and tirelessly shared her wisdom and advice with students, alumni, and friends. As we celebrate her legacy, it is important that we continue to learn from her example and adopt the same vision for the future that she had. We support our present and future students with the same passion and dedication that Kitty did.”
It is fitting that Kitty decided to provide legacy support for FNU students through a gift made through her last will and testament. Her final gift to FNU was devoted to scholarship support for FNU students. Kitty’s vision for the future of Frontier lasted well beyond her lifetime and ours. She could foresee the important role that FNU would play in our nation’s health care for decades to come. She was a leader, innovator, and visionary. She was
also a supporter. Her legacy gift provided to Frontier via her estate will financially support and inspire students for decades to come.
"I am so grateful to have received the Kitty Ernst Scholarship. This support will help me to be in a better position to serve my future patients,” said Casey Claussen (CNEP, Class 201)
Kitty’s legacy gift serves as a reminder of the importance of planned giving and how that gesture of kindness can provide support to FNU in perpetuity. August is recognized as National Make-A-Will Month, and we invite you to make your own legacy commitment to support FNU. Please inquire how you can make your own gift through estate planning by contacting Sarah Harlan, Senior Philanthropy and Alumni Relations Officer, at sarah.harlan@frontier.edu.
Frontier Nursing University Earns Acceptance Into the Age-Friendly University Global Network
Frontier Nursing University has been accepted into the Age-Friendly University Global Network. FNU was accepted after forming an Age-Friendly University subcommittee composed of faculty and staff who collectively prepared and submitted the comprehensive Age-Friendly University Global Network application.
“We are honored and excited to be accepted into the Age-Friendly University Global Network,” said FNU President Emeritus Dr. Susan Stone, DNSc, CNM, FACNM, FAAN. “This is a significant component of our university-wide commitment to diversity, equity, inclusion, and belonging. We embrace the Age-Friendly Global Network’s dedication to fostering lifelong learning opportunities and promoting active participation among older adults.”
“The Age-Friendly Global Network serves as a collective platform for institutes of higher education committed to creating inclusive and supportive environments across the lifespan. Your institution’s demonstrated commitment to this cause and its ongoing efforts to promote age-friendly policies, research, services, and initiatives are to be lauded,” M. Aaron Guest, PhD, MPH, MSW, Chair of the Age-Friendly University Global Network Secretariat, said in a letter confirming FNU’s acceptance. “The AFU principles provide a valuable guiding framework for distinguishing and evaluating how your institution can shape age-friendly programs and practices and identify gaps and opportunities for growth. We look forward to seeing how you advance these efforts over the coming years.”
The 10 principles of an Age-Friendly University are:
• To encourage the participation of older adults in all the core activities of the University, including educational and research programs.
• To promote personal and career development in the second half of life and to support those who wish to pursue second careers.
• To recognize the range of educational needs of older adults (from those who were early school-leavers through to those who wish to pursue Master’s or Ph.D. qualifications).
• To promote intergenerational learning in order to facilitate the reciprocal sharing of expertise between learners of all ages.
• To widen access to online educational opportunities for older adults to ensure a diversity of routes to participation.
• To ensure that the university’s research agenda is informed by the needs of an aging society and to promote public discourse on how higher education can better respond to the varied interests and needs of older adults.
• To increase the understanding of students of the longevity dividend and the increasing complexity and richness that aging brings to our society.
• To enhance access for older adults to the university’s range of health and wellness programs and its arts and cultural activities.
• To engage actively with the university’s own retired community.
• To ensure regular dialogue with organizations representing the interests of the aging population.
“Our university practices being age-friendly daily. People of all ages are well-represented in our Board of Directors, leaders, faculty, staff, and students,” said Dr. Audrey Perry, DNP, M.Ed.(c), CNM, CRNP, A-GNP-C, CNE, FACNM, who leads FNU’s AgeFriendly University sub-committee. “This representation has helped create an age-friendly environment we hope to maintain and enhance. That plan includes the creation of the Age-Friendly University sub-committee, which, in addition to being
responsible for developing this application, intends to work with the many Age-Friendly organizations in Frontier’s home community of Woodford County to expand ageinclusive opportunities for all individuals.”
FNU’s acceptance into the Age-Friendly University Global Network is approved for a five-year cycle, after which time FNU will be required to re-apply for continued membership in the Network.
Frontier Personnel Inducted
as American Association of Nurse Practitioners Fellows
CONGRATULATIONS!
Dr. Paula Alexander-Delpech
PhD, PMHNP-BC, APRN
“
on your inductions as Fellows of the American Association of Nurse Practitioners
Dr. Lisa Kiser
DNP, CNM, WHNP
Paula AlexanderDelpech
PhD, PMHNP-BC, APRN
FNU Faculty / Chief Diversity and Inclusion Officer
We always think about DEI as it pertains to our curriculum or profession, but when people start talking about it in their personal lives, that means people are really making changes.
”
“
Dr. Lisa Kiser
DNP, CNM, WHNP
FNU Alumna
Frontier was the perfect place for me to receive all three of my degrees, and its philosophy of education and service has continued to shape my work.
”
Frontier Offers Care of the Veterans Continuing Education Course
Frontier Nursing University has created a continuing education course to prepare healthcare professionals to provide culturally sensitive care to veterans within their community. Developed by militaryconnected faculty at FNU, the “Care of the Veteran” program is a self-paced module that will guide clinicians through understanding military culture, service-connected health concerns, and developing a plan of care utilizing military service benefits.
“We are excited to offer this course for any clinician who wants to increase their understanding and improve the care they provide to this special population,” said FNU Dean of Nursing Dr. Joan Slager, CNM, DNP, FACNM, FAAN. “This course was developed by multiple FNU faculty who are veterans and understand the unique healthcare needs and challenges that veterans face.”
In 2019, there were 19.2 million veterans in the United States. According to 2020 data from the Agency for Health Research and
Quality, veterans ages 18 to 44 have higher rates of hypertension, high cholesterol, heart disease, cancer, and arthritis when compared to non-veterans ages 18 to 44.
The course consists of six modules:
• Introduction to Veteran Care
• Physical Health
• Mental Health
• Advocacy
• Older Veteran Care
• Care of Veteran Women and Families
The interactive learning sessions include a real patient case study, clinical applications, and additional resources. The course provides five contact hours of continuing education by Frontier Nursing University, an American Nurses Credentialing Center accredited provider.
At the completion of the entire program, the learner will be able to:
• Identify veterans in clinical practice.
• Describe service-connected health risks.
• Identify a plan of care for veterans and their families.
This course is available for $99.99 through May 24, 2025. FNU students, faculty, and staff receive FREE access, and FNU alumni and preceptors receive 25% off course access.
To learn more and to register for the Care of the Veteran course, please visit https:// ceu.catalog.instructure.com/ courses/care-of-the-veteran or contact continuing. education@frontier.edu.
FRONTIER NURSING UNIVERSITY LAUNCHES CONTINUING EDUCATION PROGRAM
certification preparation. The Continuing Education Program strives to include in each of its offerings the considerations of rural and underserved populations, diversity/ equity/inclusion/belonging perspectives, and the unique challenges of communitybased healthcare providers.
positive work environments. In addition, ANCC accredits healthcare organizations that provide and approve continuing nursing education and accredits transition to practice programs, and prepares nurses for new practice roles.
Frontier Nursing University is excited to announce the recent launch of an official Continuing Education Program. Beginning in May of 2024, FNU began offering ongoing continuing education opportunities outside of scheduled annual conferences. These offerings include professional development programs for clinicians that include special patient populations and
FNU is proud to be accredited for nursing continuing professional development by the American Nurses Credentialing Center (ANCC), which is a subsidiary of the American Nurses Association. ANCC's internationally renowned credentialing programs certify and recognize individual nurses in specialty practice areas. ANCC recognizes healthcare organizations that promote nursing excellence and quality patient outcomes while providing safe,
As an ANCC NCPD-accredited organization, FNU has proven its commitment to high-quality, continuing professional development. FNU offers a variety of continuing education courses for advanced practice nurses and nursemidwives as well as other healthcare providers. CE course topics range from mental health to cultural safety to caring for veterans.
FNU’s Roadmap to 30% Diversity Enrollment
Frontier Nursing University has a history of innovation and being ahead of the curve. From bringing nurse-midwifery to the United States in 1925 to offering the country’s first Family Nurse Practitioner program in 1970 to implementing distance learning in 1989 before distance education was an option to educate nurse-midwives, Frontier has often been at the forefront of change.
These seemingly extreme actions are, in fact, data-driven decisions implemented to fulfill the university’s mission. Though some of the words and phrases have been revised over the years, the sentiment and purpose of the current mission statement rings true with FNU’s actions over the years. The mission of Frontier Nursing University is to provide accessible nursemidwifery and nurse practitioner education that integrates the principles of diversity, equity, and inclusion. We transform healthcare by preparing innovative, ethical, compassionate, and entrepreneurial leaders to work with all people with an emphasis on rural and underserved communities.
“It’s one thing to write a mission statement. It’s another thing entirely to live your mission statement,” said FNU President Emeritus, Dr. Susan Stone, DNSc, CNM, FACNM, FAAN. “Historically, Frontier has measured all its decisions and ideas against the mission statement. ‘How does this serve our mission?’ It is sometimes a difficult question but one that we ask routinely. By adhering to our mission, we maintain a steady course that yields good results over time.”
Our mission to serve rural and underserved communities guided FNU’s implementation of distance learning in 1989. The ultimate goal for the start of the distance learning model was to improve healthcare outcomes for all people by providing nurses who lived and worked in the most rural and underserved areas
of our country the opportunity to receive education and certification as nursemidwives and later as nurse practitioners. In actionable terms, this meant improving access to highly skilled clinicians which ultimately improves access to health care, the quality of healthcare, and increases culturally concordant care.
“We knew early on that it would not be possible to improve health outcomes for all unless we learned how to address health equity and healthcare disparities, which negatively impact health,” Dr. Stone said.
Distance learning helped address the goal of more access to care in rural areas by allowing Frontier students to pursue their advanced degrees while still living and working in the communities in which they lived and served. However, it did not have an immediate impact on reducing disparities.
In 2003, the Sullivan Commission on Diversity in the Healthcare Workforce published “Mission Persons: Minorities in the Health Professions.”1 The Commission’s 200-page report stated, “As the population has become increasingly diverse, glaring disparities in the quality of
care, especially for racial and ethnic minorities, have led to thousands of premature deaths each year and incalculable hours of lost productivity, pain, and suffering... Today’s physicians, nurses, and dentists have too little resemblance to the diverse populations they serve, leaving many Americans feeling excluded by a system that seems distant and uncaring.”
Influenced by the Sullivan Commission’s insistence that a more diverse healthcare workforce was essential to better healthcare for all in the U.S., Frontier included objectives to increase student body diversity in the university’s 2006 strategic plan. At that time, the percentage of
Frontier students identifying as students of color was 9%. Among the steps Frontier took to increase that number was marketing directly to students of color through organizations such as the Black Nurses Association and establishing relationships with undergraduate nursing programs that graduated large numbers of students of color.
“Our first well-planned and coordinated effort to increase the diversity of our student body was the PRIDE (Promoting Recruitment and Retention to Increase Diversity) program, which we established in 2010,” Dr. Stone said of the program funded by a Health Resources and Services Administration (HRSA) Nursing Workforce Diversity grant.
The ultimate goal of the PRIDE program was to recruit and retain qualified underrepresented students in our graduate school of nursing to meet the healthcare demands of an increasingly diverse population. The PRIDE initiative was a comprehensive program that included targeted recruitment activities, retention programs, partnerships with undergraduate nursing programs, and scholarship assistance. Monthly meetings allowed students to discuss challenges and build relationships, and the university’s Diversity Impact program – now the annual Diversity Impact Conference – was established. The diversity of the FNU student population began to increase and by 2014, 15% of FNU students identified as a person of color.
Retention rates, however, were a problem. In 2012, the retention rate for white students was 77% compared to just 58% for disclosed non-white students. In response, FNU created a professional advisor center in 2014. Six experienced professional advisors were hired. These advisors were responsible for engaging students in the education process, educating students
Diversity, Equity, and Inclusion
regarding curricular requirements, assessing students’ needs, and connecting students with essential services as well as monitoring students’ progress to degree completion. Every student was assigned a professional advisor who met with the student at least once a term and
more often as needed. FNU also offered increased financial aid counseling, technology education, and a writing assistance program. By 2016, these efforts were yielding good results, with the retention rate for students of color at 80% and the retention rate for white students at 84%. The overall retention rates were much higher, and the gap between white students and students of color retention rates was narrowing.
In 2018, Frontier set new goals:
• Increase the student enrollment of color to 30%
• Increase overall retention to 85% and close the retention gap between white students and students of color
The strategies to achieve those goals included appointing the university’s first Director of Diversity and Inclusion, who was appointed as a member of the President’s Cabinet, implementing holistic admissions, and implementing diversity training. The university also formed the Diversity and Inclusion Committee, which focused on identifying and implementing new programs and activities to address diversity and inclusion efforts at FNU.
“These steps took on even more importance in 2020,” Dr. Stone said. “The pandemic shone a spotlight on the continuing disparities in healthcare outcomes for people of color. The George Floyd murder, the death of Brianna Taylor, the disparate outcomes of the pandemic in communities of color, and other horrific events and social unrest were clear reminders that we needed to do much more to champion diversity, equity, and inclusion.”
President Stone, at that point, saw the need for an increased effort to create a culture of inclusiveness and belonging at FNU. She formed the President’s Task Force, designed to create a culture of Diversity, Equity, and Inclusion. The purpose of the task force was to identify, implement, and evaluate initiatives to address diversity, equity, and inclusion within the community. The goal was to enhance Frontier Nursing University’s Culture of Caring to make equity, respect, and belonging a reality. The task force was specifically charged with creating a comprehensive action plan and facilitating the implementation of each item on the action plan.
A committee structure was created for the President’s DEI Task Force modeled after the Equity Agenda Guideline described by K. Effland, K. Hayes, F. Ortiz, and B. Bianco in their important article 2. The result was seven task force subcommittees, with participation from faculty, staff, and Students:
• Subcommittee on Faculty, Staff, and Preceptor Development and Retention
• Subcommittee on Curriculum and Learning
• Subcommittee on Climate and Belonging
• Subcommittee on Retention of Underrepresented Students
• Subcommittee on Policies, Statements, Reports, Reviews, Planning and Evaluation
• Subcommittee on Infrastructure, System Strengthening, and Capacity Building
• Subcommittee on Recruitment Across the Entire University
• Anti-Racism and Bias Advisory Council
Each of these subcommittees developed their own goals and objectives. They met frequently and reported their progress monthly to the full task force. Many issues were accomplished through this initiative, such as curriculum assessment, the formation of Special Interest Groups, the identification of an equity lens and the review of policies via the equity lens, the adoption and launch of community-wide training regarding unconscious bias and microaggressions, training on the adoption of an anti-racist pedagogy for teaching, the development of a diversity holiday celebration calendar, adoption of a DEI Corner training at each quarterly faculty/ staff meeting, participation in the AACN Climate Survey, adoption of Holistic Admission, strategies for funding our efforts through grants and donations and so much more.
“There was great energy and commitment from the many members of these subcommittees,” Dr. Stone said. “The work was underway.”
During this time, the university also issued a strong Anti-Racism statement:
“At Frontier Nursing University, we oppose injustice and cruelty and condemn racism in all its forms. We support peaceful protests and demonstrations and join all those working to end systemic racism, racial violence, and police brutality. We are committed to building a culture that is inclusive and caring for all.”
The new focus resulted in more faculty, staff, and students training opportunities, curriculum mapping to identify gaps, student special interest groups, and a mentoring program. The Board of Directors created its own DEI Committee and established a $2 million endowed fund for scholarships for underrepresented students. The university also created a Bias Incident Report Advisory Council.
In 2022 during the ribbon-cutting ceremony at the newly opened Versailles campus, the university included a Land Acknowledgement Ceremony recognizing the land as the traditional territory of the Shawnee and Cherokee people. In 202223, FNU created a DEI Faculty Fellows program and a DEI Staff Ambassador program.
In 2023, in an effort to incorporate the DEI work into all daily functions of the university, FNU created a new administrative position entitled the Dean of Inclusive Excellence and Student Success. Student advising, registrar services, and the DEI office staff are all located in this division of FNU. The Dean of Inclusive Excellence and Student Success and the Dean of Nursing work closely together to enhance the inclusive environment at FNU.
“Through all these years of valuing diversity, equity, and inclusion, we have celebrated our successes and learned from our failures,” Dr. Stone said. “We were thrilled to reach the goal of 30% enrollment of students of color at the end of 2023. We have come a very long way since we started at 9%. Today, the work continues. DEIB is a critical component of building a healthy university and is essential to our ultimate goal of improving healthcare outcomes.”
1 Sullivan, Louis. (2004). Missing Persons: Minorities in the Health Professions, A Report of the Sullivan Commission on Diversity in the Healthcare Workforce.
2 Effland, K.J., Hays, K., Ortiz, F.M. and Blanco, B.A. (2020), Incorporating an Equity Agenda into Health Professions Education and Training to Build a More Representative Workforce. Journal of Midwifery & Women’s Health, 65: 149-159. https://doi-org.frontier.idm.oclc.org/10.1111/jmwh.13070.
Dr. Victoria Buchanan Helps Fill Healthcare Gap in Her Hometown
Dr. Victoria Buchanan, DNP (Class 40), CNM, believes that hospital-based nursemidwifery is one of the key solutions to the maternal mortality crisis in the United States. She believes it because she sees the results daily as a Certified Nurse-Midwife at Sentara Midwifery Specialists in Hampton, Virginia.
“The reason I’m very passionate about hospital-based midwifery is because everyone thinks about midwifery in the home,” Buchanan said. “I love it and think it should be an option, but the majority of women are going into hospitals and giving birth. Why not give them access to midwifery care which will improve outcomes?”
Sentara Midwifery Specialists, which is under the Sentara Health hospital system in Virginia, is the first independent, inhospital midwifery practice in the Hampton Roads region, which boasts a population of approximately 1.8 million. Sentara Midwifery Specialists is comprised of five midwives, with four additional flex midwives who help cover during vacations. The group collaborates with an OB group but employs no obstetricians. With only one OB group in the area – the one that Sentara Midwifery Specialists partners with – Buchanan says Hampton is considered a healthcare desert for obstetric care.
Buchanan estimates that 65 to 75 percent of Sentara Midwifery Specialists’ patient population are Black and that the majority of their patients are on Medicaid.
“We have a great relationship with our high-risk specialists. They work with us, so we make sure we keep our patients safe,” Buchanan said. “Our outcomes speak for themselves. We don’t just take care of people who are low-risk. We are proudly in
Dr. Victoria Buchanan, DNP
the moderate risk category, which means we care for people who have higher BMIs, preexisting conditions, controllable levels of high blood pressure, and thyroid disorders.”
“For the last two years, we have maintained a C-section rate below 16 percent. This year, we are at 14 percent, with a patient population that would typically be closer to 30 percent. It proves my theory – and the theory of our entire practice – that if you give high-quality care to people and give them access to midwifery care specifically, people at higher risk can still have excellent outcomes.”
Buchanan’s determination to fill the healthcare gap in Hampton stems from being born at Langley Air Force Base in Hampton. Though her military family moved around frequently, Buchanan has always considered Hampton home, and rightly so. After all, it was in Hampton that she first dreamt of a career in healthcare.
“When I was a kid, I wanted to be a pediatrician,” Buchanan said. “Then I heard there were about eight years of medical
school on top of your bachelor’s degree, and I thought that was a long time before I actually do what I want to do.”
As a teen volunteer at a local hospital, she began noticing the important role of nurses.
“I thought, ‘Nurses do a whole lot of great things. Let me try doing that.’ So I went to school for nursing to become a nurse practitioner,” said Buchanan, who graduated from Hampton University. “When I went to clinicals, one of the nurses actually let me check a cervix, and I was able to feel the baby’s head. That was the start for me. I saw the birth, cried my eyes out, and knew I was hooked. I decided I wanted to be a labor and delivery nurse.”
After college, she began her nursing career and, by 2015, was a labor and delivery nurse. The experience was eye-opening.
“I enjoyed it a lot, but I kept on seeing that these women were not getting the births that they wanted to have,” Buchanan said. “They were coming in here with their goals and their birth plans but were not getting the results. A lot of them were getting C-sections when they could have had a vaginal birth. Many of the patients were not given enough time in labor, or they were being induced electively. Often the patients’ desired providers weren’t available, and they were stuck in the bed, unable to move around throughout labor.”
“We as nurses try to advocate for our patients, but I realized that the damage has already been done. Your provider makes an enormous difference in what kind of birth experience you have. These clients wanted a type of birth that was more natural, less intervention unless it was medically necessary.”
It wasn’t until she had a conversation with one of her coworkers who was studying to become a midwife that Buchanan considered midwifery. When Buchanan asked her colleague why she wanted to become a midwife, the simple answer was, “Because we have to make a difference.”
Those words inspired Buchanan to become a Certified NurseMidwife at Frontier Nursing University.
“I learned that if we intervene unnecessarily, it usually causes more harm than good,” Buchanan said. “I saw how midwifery can make a change in those statistics.”
risk, then I bring in my doctors, sometimes in a collaboration and sometimes in a complete transfer. That’s why I like having our high-risk specialists collaborate with us. The system can work.”
It works, Buchanan says, because the patients are the top priority. The approach, she says, begins with listening and understanding.
“It is a true pleasure to be able to live in this area and see my patients in the community,” she said. “When our clients
Buchanan continued working as a nurse while attending Frontier, but she already knew that midwifery was for her.
“My mindset as a midwife, the belief in physiologic birth, came from Frontier,” said Buchanan, who also earned her DNP at Frontier so she could potentially teach someday. “Frontier gave me the research to back up what I believed. Midwifery is researched and evidence-based. It made me more confident in my decisions. We want to support women’s choices but also keep them safe.”
That’s why Buchanan believes so strongly in the collaboration between midwifery and obstetrics practices. The data demonstrates that it is a successful model.
“Trust and believe that I stay within my scope of practice,” Buchanan said. “Once you step outside that scope and you are high
“We want you to leave this birth experience without having trauma that you have to live with,” she said. “We have a very high obligation to make sure you feel loved, safe, and secure. When you feel safe and secure, you do better. When we listen, we respond to danger signs earlier.”
“More hospitals need to invest in midwifery care,” Buchanan continued. “If midwifery was supported by the hospital systems, there would not only be better care, but the hospitals could also utilize their surgeons to do more procedures. Your results will improve if you utilize your advanced practice practitioners – nurse practitioners and midwives.”
come back, they say, ‘You cared about me and took the time to listen.’ I think the number one factor in improving maternal mortality is listening to women and being able to believe women. I find that when my clients call me because they are not sure what’s going on or why they are having some discomfort or pain, that’s new. A lot of women – especially Black women – are dismissed and are told that their pain is not important. One of the reasons why our clients are doing better and are having these good results, I believe, is because we are allowed to have longer visits to figure out what’s going on.”
Just like the expectant mothers come in with their birth plans and goals, Buchanan says she and her fellow nurse-midwives at Sentara also have a plan. Their plan is to create the best possible birth experience for the best possible outcomes.
For her part, Buchanan is investing in midwifery care by being a frequent preceptor for nursemidwifery students, including many from Frontier. She estimates that she has precepted 15 students in the past four years, about 75 percent of whom were FNU students.
“As long as I have the ability and the space, I will continue to precept students,” Buchanan said. “I learn a lot from my students, and they learn from me. It’s a mutual experience.”
If she has her way, many of those students could very well wind up joining Buchanan at Sentara. She hopes to see her own practice grow and expand to other Sentara locations.
“For the hospital, our hope is that the goal is to replicate ourselves,” she said. “Our system is very large. If I could see a Sentara Midwifery Specialists in every hospital that has obstetric care, that would be perfect. Virginia would flourish, and we would be the prime place to go to for birth. That’s what I see in the future.”
Ebony Simpson Makes A “Huge Difference” as an In-Hospital Nurse-Midwife
Not so long ago, Ebony Monique Simpson, RN, BSN, CNM (Class 104), would have more likely written this story than been its subject. After graduating from Howard University with a journalism degree, she worked for a global public relations firm in Manhattan, representing pharmaceutical companies. But she knew that was not where she wanted to be. Her true passion had always been to become a midwife.
“I was always fascinated with the human body,” Simpson said, reflecting on her days growing up in Brooklyn. “In the fifth grade, there was this wonderful extracurricular program called the Science Skills Center. Classes were taught by black scientists and medical professionals in Brooklyn. In the summer after fifth grade, I participated in a college biology course. About 60 percent of everything the professor said went over my head, but I stayed committed and finished the program. Part of it involved being present for the dissection of a cadaver. I recall being the only one left in the room after 10-15 minutes. People were dropping like flies, and I was right there until the end.”
Seeing her interest and aptitude, Simpson’s parents enrolled her in programs like the Science Skills Center to foster her goals and dreams. It was around this time that she began to dream of being an OBGYN doctor.
“Around age 11, I decided my job would be to attend births,” Simpson said. “My mother was pregnant with her second child, and she had this wonderful book called A Child is Born and it had the most fascinating intrauterine photos. I read it cover to cover. She had another book called What to
Ebony Monique Simpson, RN, BSN, CNM
Expect When You’re Expecting, and I read that whole book quickly.”
She entered college as a pre-med student at a City University of New York school before transferring to Howard University, where the international allure of Washington, D.C., piqued her interest in journalism. What ultimately brought her back to her dream of attending births was the birth of her daughter.
“Before I graduated, I became pregnant with my daughter,” Simpson said. “I went home and decided to be with my family. A friend of mine from high school told me about a birthing center. It was just two midwives and two birthing rooms called The Brooklyn Birthing Center. They plopped me in a Jacuzzi, gave me a cup of noodles, lit a candle, put some mellow music on, and left me to labor with my friend. I had a short, efficient birth and a wonderful postpartum period. When people would ask me about my experience, all I could say was it was the
most fun, exciting, adventurous day of my life. Their response to that let me know I had an uncommon experience. It was in those moments that I knew I would dedicate my life to helping other people have similar experiences. That’s when I started the journey in earnest.”
She went back to school, completing the prerequisites and enrolling in nursing school at Emory University in 2008. She graduated in 2011, and in 2013, she began working in Washington, D.C., hospital-based women and infant services. Around the same time, she enrolled at Frontier Nursing University to become a certified nurse-midwife and completed her studies while working as a nurse.
With her time split between being a mother, a student, and a nurse, she progressed at Frontier steadily but at a manageable pace.
“I like that my process took four years because the process of becoming a midwife isn’t something you should rush. I had to grow and mature and learn,” she said. “The role of a midwife is a role for a mature woman, and I like that the program gives you the option to do that.”
Simpson values the lifelong friendships she made at Frontier and the ability to connect with fellow alumni.
“I think the Frontier network is unmatched,” she said. “At any given time, I can go on Facebook, and there’s a group of thousands of midwives across the country I can communicate with. Any question you ask, tons of people will answer. That’s powerful. Midwifery can be isolating, depending on where you live. There are
“The number one thing we could do to improve maternal mortality is to integrate community midwives…so a woman has a choice, no matter her economic status, whether she wants to have
a hospital birth, home birth, or birth center birth. It should be according to her clinical picture, not according to how much money she has.”
— Ebony Monique Simpson RN, BSN, CNM
places where midwives are working solo in a hostile environment.”
Simpson does not work in such an environment. She joined the University of Maryland Medical System (UMMS) as a full-time staff midwife in February 2023.
The University of Maryland Capital Medical System is an 11-hospital system headquartered in Baltimore. The hospital where Simpson works is in Largo, Maryland, about 20 miles from Washington, D.C.
She works with roughly 19 midwives, most of whom are per diem midwives. It is a collaborative practice with physicians, physician assistants, and Maternal Fetal Medicine providers. The practice attends roughly 180 births per month.
“We have a 24/7 service that includes either one or two midwives, and we attend roughly 130 of those 180 births,” Simpson said. “In the time I have been in that practice, I have attended over 170 births. It’s been a busy year and a half, but I love it.”
Simpson describes the community they serve as a high-risk population primarily consisting of African Americans, African immigrants, and Central American immigrants. Collaboration with Maternal Fetal Medicine providers is frequently a part of the care plan.
“I feel like I’m making a huge difference,” Simpson said. “Midwifery care is needed in these kinds of settings. It’s a big change for me because, before this, I was doing outof-hospital births in private homes and at a birth center.”
Before joining UMMS, Simpson worked for two years at BirthCare and Women’s Health in Alexandria, Virginia. She did most of her student clinical training with George Washington University Hospital’s midwifery service.
“At the time, it was a thriving nine-midwife practice that was practicing hospital midwifery,” Simpson said of practice at George Washington University Hospital. “They were providing high-touch, lowtech care, supporting normal physiological birth in the setting of a hospital. They had a great collaborative arrangement with the physicians. Out of the 50 births I attended as a student, 47 of those births resulted in a normal spontaneous vaginal delivery with no epidurals. The clients (most of whom were first-time parents) would come into the hospital with their doulas at eight centimeters and have these wonderful, empowered births.”
That is the model she hopes all hospitals will adopt to address the maternal mortality crisis in the United States.
“We have to incorporate the knowledge and skills of our out-of-hospital midwives,” Simpson said. “They know how to get people delivered in a low-risk way. Why are we ostracizing them? Why are we putting them on the fringes? Everyone is talking about maternal mortality right now. The number one thing we could do to improve maternal mortality is to integrate
Ebony Simpson (left) teaching students at a retreat.
Ebony Simpson (left) with the BirthCare Midwives
Diversity,
community midwives. We need to integrate the system so a woman has a choice, no matter her economic status, whether she wants to have a hospital birth, home birth, or birth center birth. It should be according to her clinical picture, not according to how much money she has.”
Simpson adds that patients need to be able to have longer visits with more time to express their concerns and preferences and to become more comfortable with their providers.
“The backbone of midwifery is relationships,” she said. “You need time to develop relationships. People are saying loud and clear ‘Providers don’t listen to me. They don’t take time.’ All of that could be solved by giving providers more time to care about clients.”
“Birth has to come out of a sick care institution because it doesn’t fit,” Simpson added. “Yes, sometimes tertiary care is needed, but for the majority of women who have a normal physiological birth process, what’s needed is to be in a safe environment with people that they know. They need to feel respected and listened to, and they need the time and space to allow their bodies to do what they naturally do.”
Simpson says it is common for a woman to present with stalled labor, but the
provider might not have the time or knowledge to utilize non-pharmacological methods. Instead, higher-risk solutions are employed.
“A woman who needs to move more than anything is instead epiduralized, meaning she’s immobilized from the waist down, often in early labor,” Simpson said. “Now she has to rely on a nurse who is busy with other patients and doesn’t always have time to help the patient move. After hours of stalled labor and a baby starting to show signs of stress, Guess who’s going back for a C-section, who’s getting exposed to hemorrhage, infection, and future C-sections? There is a lack of awareness of what natural physiological birth is, how to recognize when things are off, and what are some low risk things we can do to resolve the issue that don’t put mother and baby at heightened risk. You have to be given the time and space to do these things, but oh boy, do they work.”
Simpson points to the common occurrence of persistent posterior presentation, where the baby is sitting in the womb facing forward. This can lead to prolonged, nonprogressing labor with painful contractions. Simpson says these issues can almost always be resolved with bodywork and maternal repositioning.
“Community midwives know how to lay their hands on a woman, how to diagnose without ultrasound, and they know the specific movements,” Simpson said. “They understand the clinical picture. They know what it looks and sounds like when the baby is not in a good position. They know the solution, and they have the time and the space to enact the solution.”
Simpson proposes that a system in which nurses and nurse-midwives rotate and learn
in all three settings – birth center, home, and hospital – would produce better outcomes. In a time where Black women in America are three to four times more likely to die in childbirth than white women, systemic change is needed.
“Is there some economic motivation for Black women to be sicker heading into pregnancy, sicker in pregnancy, and sicker after?” Simpson said. “Where does the motivation come from to be highly interventive instead of offering more low-tech, low-risk solutions? What’s the motivation to offer expensive epidurals and neglect to offer birthing tubs? Why do we rely more heavily on continuous monitoring, which doesn’t have evidence that it improves outcomes, when we could employ the continuous presence of doulas, which has been proven to improve health outcomes? Why are C-sections the most common surgery done in any hospital center? This is not just about Black women. This is about all women and the perverse economic incentives that are making too many women sick in the perinatal period It’s time to move midwives into the mainstream administration of maternal care.”
Simpson is taking an active approach to integrating midwifery care into the hospital setting and teaching nurses and doctors more about the midwifery approach. She has accepted a clinical faculty position in which she will teach intern physicians about normal birth. She hopes someday to open her own birth center and pledges to be a vocal thought leader via broadcast, publications, and public speaking.
“My goal is to help all women in my sphere, that I have access to, to have more power and safer, healthier birth experiences.”
Simpson is writing her own story – an action-packed narrative that she hopes concludes with the end of the nation’s maternal mortality crisis.
Frontier Nursing University held its 14th annual Diversity Impact Conference on July 18-19. This year’s conference, “Representation Matters: Breaking Down Contributing Factors of Health Inequities,” was held online and drew 192 attendees.
“The 2024 Diversity Impact Conference was truly amazing,” said FNU Dean of Inclusive Excellence and Student Success Dr. Paula Alexander-Delpech, Ph.D., PMHNP-BC, APRN. “The keynote speakers were extremely impressive, and their presentations were informative and impactful. I am certain every attendee came away from this year's conference with some invaluable new information and a clear understanding of why representation matters.”
The first day’s keynote speaker Lucinda Canty, Ph.D., CNM, FACNM, presented “Using the Power of Diversity to Address Racial Disparities in Maternal Health.” On day two, keynote speaker Lisa Meeks, Ph.D., MA, presented “Increasing Disability Representation in Nursing Education: Reducing Ableism and Taking Action.”
FNU President Dr. Susan Stone presented “Addressing Race and Racism in Nursing Education: Where Do We Go From Here?”
Additional presenters included:
Megan W. Arbour
PhD, CNM, CNE, FACNM
Katherine Atcheson, MPH, CHES
Vanessa Cameron
MSN, RN, NPD BC, CEN, CNL
Susan Capley
Justin Daily, BSN, RN
Mariana Da Costa, DNP, RN
Charles R. Davis
PhD, MSN, FNP-C, RN
Melina Embury, MS, RN, CNS
Meghan Garland
PhD, CNM, FACNM
Nikia Grayson, PhD, CNM
Amy Holt, BS, BA
Brandy Jackson, MSN, MBA, RN
Sabrina Ali Jamal-Eddine, PhD, BSN, RN
Brittney Kinison, MBA, PMP
Tanisha Lewis, RN, MSN, CNL
Erica Nelson
DNP, APRN, CNM, WHNP-BC
Nancy Pesta Walsh
DNP, FNP-BC, PMHNP-BC
Shea Rose, BA
Jamie Wheeler, MA
The two-day collection of presentations and panel discussions was designed to leave all participants with the ability to:
• Define representation and examine its impact on health outcomes.
• Examine the state of maternal health in the United States.
• Examine the state of health disparities faced by people with disabilities in the United States.
• Reflect on ways to make health equity a shared value and organizational vision.
“Every year, I think the Diversity Impact Conference can’t get any better, yet every year it does,” said FNU Director of Diversity, Equity, and Inclusion Dr. Tanya Belcheff, DNP, CNM.
“The
importance and quality of this conference is evident in the expertise of the highly regarded speakers who share their knowledge and insights with us. I think the beauty of this conference is
not how much we learn, but how much we are encouraged to grow.”
— Dr. Tanya Belcheff, DNP, CNM FNU Director of Diversity, Equity, and Inclusion
Alumni News & Notes
Tanya Baity Speaks at Cancer Care Conference
Tanya Baity, CNM (Class 110), spoke at the 2024 Cancer Care Conference hosted by Minnesota State Community and Technical College and the American Cancer Society. The conference, held in May in Moorhead, Minnesota, covered proactive approaches to cancer screening, diagnosis, and treatment of oral, lung, cervical, and ovarian cancers. Baity is a certified nurse-midwife at Family HealthCare, which serves the FargoMoorhead area.
Essentia Health-Duluth Clinic Welcomes Britta Clark
Britta Clark, MSN, CNM (Class 201), recently joined the Essentia HealthDuluth Clinic in Duluth, Minnesota. Clark specializes in obstetrics and gynecology.
Jessie Goethie Joins Beaufort Memorial
Beaufort Memorial Direct Primary Care in Port Royal, South Carolina, recently welcomed Jessie Goethie, DNP (Class 40), APRN, FNP-C. She has extensive experience in treating an array of conditions, including diabetes, hyperlipidemia, hypertension, anxiety disorders, endocrine system disorders, metabolic syndrome, weight management, and more.
Mandy Grant Joins Columbia Memorial Hospital
Columbia Memorial Hospital in Astoria, Oregon, recently welcomed Mandy Grant, FNP (Class 200). Grant, the medical director and owner of Astoria Aesthetics, joined Columbia Memorial’s urgent care team.
2024 Alumni Survey
Frontier surveys their alumni one year and five years post-graduation. The Alumni Survey is designed to give graduates an opportunity to reflect upon their education at Frontier Nursing University after graduation. The information collected is used to identify strengths in our programs as well as areas that need further development. We are currently surveying alumni that graduated from January - June 2023 and anytime in 2019. All participants will be entered into a drawing to win prizes from the FNU Gear Store. Please participate by checking your email and completing the survey.
If you do not receive an email from us or prefer a paper copy, please contact the Director of Institutional Assessment at Marilyn.Lyons@ Frontier.edu
Megan McComy to Be
Published in
the
Journal
of
Doctoral Nursing Practice
An article by Dr. Megan McComy, DNP (Class 47), APRN, FNP-C, is scheduled to be published in the 2024 volume of the Journal of Doctoral Nursing Practice. Dr. McComy’s article is entitled “Increasing Effective Primary Care Screenings in the United States Virgin Islands Department of Health Community Clinic.”
The Frontier Nursing University Office of Alumni Relations is here to support YOU! Our purpose is to offer helpful programs and services that support our graduates. Alumni are an integral part of FNU’s development because you demonstrate the excellence of FNU in everyday practice. You are also our primary recruiters and most loyal donors. We deeply appreciate your commitment to FNU.
The Alumni Association is open to all graduates of FNU. We currently have more than 8,000 alumni in all 50 states and many countries around the world. We encourage you to explore the services, programs, and activities offered and become involved. There are several ways to stay in touch with friends and connect to FNU, including conference receptions, case days, e-newsletters, and the FNU Alumni Facebook Group. Please ensure we have your most recent contact information to take advantage of all member services. Email us at alumniservices@frontier.edu.
Faculty Publications and Presentations
Angela Mitchell / Podium presentation
Halcomb, K. & Mitchell, A. (2024, April 23-26). Beyond your clinical note [Podium Presentation]. Kentucky Association of Nurse Practitioners and Nurse Midwives 36th Annual Conference, Lexington, Kentucky.
Podium presentation
Brogdon, S., Mitchell, A., Szydlowski, J., Andrighetti, T., & Simmons, V.C. (2024, June 12-15). How to approach competencybased assessment across advanced practice nursing specialties. INACSL 24, Raleigh, NC. https://www.inacsl.org/inacsl24.
We are looking to spotlight FNU community members in our blog! Tell us your story by scanning the QR code and filling out the form or email stories@frontier.edu. Then, someone will contact you soon. These spotlight stories help us shine a light on all of the amazing accomplishments and the impact our community members have on their home communities and the University community.
Charlotte Swint / Podium presentation
Swint, C. & White, R. (2024, June 2527). Students impressions of synchronous, asynchronous, and hybrid learning sessions: How do we meet the needs of NP Learners? [Breakout Podium Session]. 17th National Doctors of Nursing Practice Conference and Academy of Doctoral Prepared Nurses Summit. Key West, FL
Podium presentation
Swint, C. (2024, September 19-21). Atomic nurses: Industrial nursing at the Savannah River Plant with a focus on Mary Hanna Barnes. [Podium Presentation]. 41st Annual Nursing & Healthcare History Conference. Milwaukee, Wisconsin.
Stay in the Know
We know you want to stay informed about all that is happening at FNU. To make sure you don’t miss communications such as the Quarterly Bulletin or our monthly e-newsletters, please take a moment to make sure we have your updated contact information. Please send your updated contact information, including your preferred email address, phone number, and mailing address, to alumniservices@frontier.edu.
Thank you!
SHARE YOUR STORY…
2025 will mark the 100-year anniversary of the inception of the Frontier Nursing Service. We want to celebrate by capturing and sharing the countless stories that make up our history. Whatever your connection to FNU, we want to hear your Frontier story. Please scan the QR code to share your story and help us celebrate all FNU has accomplished.
Charlotte Swint, DNP, MPH, FNP-BC, CNE Associate Professor
2024 Couriers Gain Valuable Experience Observing Local Healthcare Organizations and Professionals
The 2024 Frontier Courier Program Public Health Internship welcomed eight college students to FNU’s campus this summer. The program is a seven-week hybrid internship designed to meet the needs of today’s students. The program has two phases: Remote Learning and In-Person observations.
The students began the program in their hometowns and then moved to the FNU campus for the final four weeks to complete their internship. Once on campus, the Couriers built upon what they learned from their summer reading, discussions, and projects by observing healthcare professionals in and around Woodford County. The students also participated in volunteer days and explored the surrounding areas in Kentucky. At the end of the program, the Couriers each gave presentations detailing their experiences and what they had learned.
“We had a great program this year,” said Lisa Colletti-Jones, Director of Annual Giving and Courier Programs. “Each of our students is interested in healthcare careers and has a genuine interest in better understanding rural healthcare and the importance of access to care. They all took the program seriously, valued and appreciated their time with the local healthcare professionals, and bonded through their shared experiences.”
Each of the Couriers was assigned to shadow a local healthcare service or provider to learn about the services provided and the needs of the local community.
“The success of the Courier program relies heavily on the cooperation of our local community,” Colletti-Jones said. “We are so fortunate to have fantastic partners willing to generously share their time and expertise with our Couriers.”
The participating public health sites were Woodford County Emergency Medical Services, Bluegrass Care Navigators, Still Waters Center/Medspa, Mercer County Health Department, Midway Center for Integrative Health, and The Homeplace at Midway.
Hometown: Chicago, IL
College: University of Chicago
Major/Minor: Neuroscience and Pre-Medicine
Courier Program Site: Midway Center for Integrative Health
Hometown: Asheville, NC
College: University of North Carolina at Chapel Hill
Major/Minor: Biology
Courier Program Site: Woodford County Emergency Medical Services (EMS)
Hometown: Mansfield, PA
College: Bucknell University
Major/Minor: Psychology and Economics
Courier Program Site: Woodford County Emergency Medical Services (EMS)
Hometown: Pittsburgh, PA
College: Washington & Jefferson College
Major/Minor: Psychology with minors in Forensic Science and Social Justice
Courier Program Site: Still Waters Center/Medspa
Hometown: Louisville, KY
College: Western Kentucky University
Major/Minor: Nursing
Courier Program Site: The Homeplace at Midway
Hometown: Tinley Park, IL
College: University of Iowa
Major/Minor: Public Health
Courier Program Site: Mercer County Health Department
Hometown: Charlotte, NC
College: University of Kentucky
Major/Minor: Public Health
Courier Program Site: Bluegrass Care Navigators
Hometown: Derby, KS College: Kansas State University
Major/Minor: Public Health with a minor in Nutrition
Courier Program Site: Mercer County Health Department
Janya Allen
Nora Oakes
Avery Hanel
Anna Sullivan
Catherine Craig
Mia Simpson
Sami Jones
Lauren Towns
Courier Corner
Courier Connection Leads to Physician Mentorship
For decades, the Frontier Nursing University’s Courier Program has drawn people from far beyond Appalachia to become immersed in public health through service. It also offers an opportunity to explore careers in healthcare and build connections. For Dr. Jonathan K. Allotey (Courier, 2016) and Dr. Elia R. Cole (Courier, 2009), the Courier Program offered a unique entry point into mentorship. Their first meeting was in 2016 when Dr. Cole (then a medical student) joined the Couriers virtually to share her experience as a courier. At the time, Dr. Allotey, an international student from Ghana, was taking a gap year after college while preparing to embark on a career in healthcare. For the next 8 years, they continued a series of conversations to support Dr. Allotey through his medical education. This May, Dr. Allotey graduated from Tulane University with a dual degree in Medicine and Public Health.
In May of 2024, Dr. Allotey, now a General Surgery resident at UT Southwestern, and Dr. Cole, a Family Medicine physician with Kaiser Permanente, sat down to discuss and reflect upon the impact of mentoring within their professional journeys.
What was your introduction to mentorship?
Dr. Cole: When I think back to being a Courier, I remember the feeling of looking ahead toward a health professions career. It felt daunting. I did not have a traditional level of preparation for this kind of environment and made plenty of mistakes along the way. My wish was to teach others who can ultimately benefit from those mistakes.
Dr. Allotey: From only a few early conversations with you, I had already learned so much. I think we had about five hourlong conversations. After those five hours, I ended up in graduate school. I thought, “Wow- this is what mentorship can do. I need as many mentors as possible!”
What are the pillars of mentorship?
Dr. Allotey: There is a big component of empathy that may be the foundation of a good mentoring relationship. This is one of the things that shocked me most about you. Because I think, from the surface, it was not obvious that you would be able to empathize with my life experiences. You’re not a black woman, you’re not an immigrant. The things that made my journey very difficult up to the point you just hadn't experienced. I was always pleasantly surprised that you still felt my burden enough to empathize.
Perhaps the second one is a certain sense of generosity. It really takes a spirit of generosity to become a good mentor.
The other third pillar for me would be knowledge. A strong knowledge base about what we’re talking about. I would say those are my top three pillars. Empathy, generosity, and knowledge.
What advice would you offer to prospective mentors and mentees?
Dr. Allotey: The first thing is, come as you are. The second is checking in. I really value checking in and following up on previous conversations. Another key element to the success of a mentoring relationship, from the perspective of a mentee, is that you have to be generously vulnerable.
Dr. Cole: What a beautiful concept, being generously vulnerable! You are absolutely correct. This experience would not have been helpful to you if you weren't honest with me about your strengths but also with me about what you were struggling with. That's really hard to do.
What has been the most rewarding part about being a mentor?
Dr. Cole: I have gotten the most enjoyment out of the mentoring experience helping individuals through moments of “failure.”
2016 Courier Dr. Jonathan K.
(left) with 2009 Courier Dr. Elia R. Cole at Case Western Reserve University in 2018.
For me in these situations, I have felt the most overwhelmed, the most engulfed by self-doubt, wondering if I had what it takes to get through. We are traditionally not supposed to talk about failure in medicine. Yet, so often, it is actually these experiences that success is built upon. It is invaluable to have someone there to remind you of this.
Dr. Allotey: For me, mentorship renews my sense of why. Mentees offer inspiration, even if they don't realize that they're doing it.
Dr. Cole: You have absolutely inspired me. Many times I have thought to myself, if Jonathan can be vulnerable, self-reflective, and seek out the guidance of other people, maybe I should be doing that too. Because, of course, we all have opportunities to grow personally. Whether you are mentoring or being mentored, these experiences are relevant for any stage of one's professional career.
Allotey
What are the barriers to mentorship?
Dr. Cole: I think people don’t know how to start. We might not feel we are worthy of these relationships, and we aren't often given the social norms to have these experiences incorporated into our professional careers.
Dr. Allotey: Initially for me, I did not know very many people who had done professional work in healthcare. And I didn't really even know how to find those people.
Another barrier is just learning how to ask for help. Acknowledging when you need help because a lot of times when you need help, it kind of takes you by surprise. And while these steps are essential to being open to professional growth, they are emotionally very difficult. It is a hard sell to ask a healthcare professional to be vulnerable or meet a colleague or a peer in a vulnerable place.
Interested in Volunteering for the Courier Program?
Individuals interested in Frontier Nursing University’s Courier Program, please contact Lisa Colletti-Jones, Director of Annual Giving and Courier Programs, at lisa.colletti-jones@ frontier.edu.
Dr. Cole: I think what we are talking about represents a culture shift. You yourself are a mentor for others, teaching with kindness and wholeheartedness. The culture shift happens through this, stepping up to the plate and being vulnerable. These conversations, including with the people that you now serve as a mentor to, continue the momentum to change this profession for the better.
Author Cathy Schieffelin’s Life-Changing Experience as a Frontier Courier
Frontier Nursing University’s Courier Program Public Health Internship leaves a lifelong impression on its participants, who spend the summer learning about public health firsthand. For Cathy Schieffelin, like so many others, it was an eye-opening and life-changing experience.
After graduating with a degree in communications from Denison College, Schieffelin served as a Courier in 1990 when the program was operated in Hyden, Kentucky.
“My brief time in Hyden left an impact,” said Schieffelin, who hails from Shaker Heights, Ohio, and now lives in New Orleans, Louisiana. “Even over 30 years later, I think
a lot about the place and people I came to know and work with. Wendover is never far from my mind.”
Neither is public health. She went on to serve in East Africa as a member of the Peace Corps (1994-95) and earned a Master of Arts from the Tulane University School of Public Health and Tropical Medicine in 1996. She also holds a Master of Public Health degree from the Tulane University School of Medicine. Her career stops have included jobs in public health and wildlife education. Most recently, her communications background has led her to become a self-employed author. Among her works are stories based on her unique and varied experiences as a Courier.
Schieffelin graciously shared the following short story, “Babies in Saddlebags,” inspired by her time as a Courier. “I got to witness a midwifery delivery,” Schieffelin said. “I was permitted to photograph the young mother’s delivery and to write about the role of midwives in the community. It’s always stuck with me how Kim McQuoid, one of the finest midwives I’ver ever known, could walk into a room with a panicked and distressed young mother and, with a look, soothing voice and a brief touch, change the molecules in the air. Fear and pain were replaced with calm and focus. I was astonished and grateful to be a part of that experience and to be able to record it.”
Dr. Cole attended Dr. Allotey’s graduation from Tulane University School of Medicine in May 2024.
Saddlebags and Babies: Life as a Midwife
BY CATHY SCHIEFFELIN
Author’s note: This story is inspired by the work of those early midwives and Mary Breckinridge
I’m up to my elbows in dirt, digging roots and tubers, ginseng, snakeroot, cohosh, all manner of medicinal herbs. Homebase is a rustic, log cabin nestled deep in the Appalachians of eastern Kentucky, just off what will be known as the Daniel Boone Parkway. My partner is a sure-footed copper-colored steed I call Penny. We spend our days and nights traversing remote mountain hollers to treat the sick, the elderly, children, and women in labor. I work for the Frontier Nursing Service based in Wendover, Kentucky.
I’m decked out in blue twill jods with matching vest, mud on my boots and my horse lathered from the exertion of climbing steep mountain passes. I collect herbs and spend time with elderly nanas who teach me old timey recipes for salves and poultices. Despite my nurse’s training and access to modern medicine, it’s the native plant knowledge that keeps people coming back. Blue cohosh’s good for bringing a baby on. Sweetflag or bitter pepper root’s good for clearing the throat and treating bloat. Whitetube stargrass (aka white colicroot) helps colic and rheumatism. I know these plants intimately: I’ve learned when to harvest and the proper drying process. I know salves for nettle stings or bug bites. I treat burns, the janders, and insomnia. My patients are anywhere between the cradle and the grave.
One evening I find Thomas, a young man from Camp Creek, at my door. He tells me Hazel Begley of Hurricane is in labor. I know Hazel. She’s expecting twins. She lost her first baby to the pressure and I worry twins may take it out of her. I load my saddlebags and tack up Penny. Her copper coat gleams like a shiny coin in the evening light. People in these parts call this time ‘the edge of dark’. Yes, it is. I mount up and ride into the setting sun. Crossing the Middlefork, water’s low, lapping Penny’s legs. Last time we had to swim this stretch as heavy rains flooded the riverbank. Penny’s ears prick forward, nickering as we trot across. We’re both relieved not to be swimming.
Hazel and Wyatt’s homestead sits in a small clearing around the bend. I smell woodsmoke before seeing plumes from their chimney guiding me in. Wyatt greets me in the yard, deep lines etched into his brow. He’s a man of few words. Hazel’s moans reach my ears, low and full throated. He takes Penny and nods for me to go inside. I remember his devastation when they lost their last one. I find Hazel inside hunched over a rocking chair, using the arm of the chair to rest her enormous belly. That’s the only enormous thing on her. She’s a mite – ropy arms and stick legs, poking out her damp cotton gown. I see where she lost her water and is trying to clean up the mess with a mop.
“Hazel, leave that. Let me take a look at ya.” I take her arm and lead her to the cornhusk-filled mattress. Her body shines, perspiration dripping from her pale face. Another contraction seizes her. Her fingers clench mine and I encourage her to breathe in, slow and steady, then release the exhale in short puffs. She tries to copy but struggles with the pain. I wet a clean cloth to wipe her face as she lays down for me after the contraction’s subsided.
It’s a long night. She’s dilated but one of the twins is breech. I manipulate her belly from the outside, while she crouches on all fours on the mattress. She’s a good patient, willing to do what I ask despite her suffering. Wyatt watches from the corner. He coos words of encouragement and I see the love between them in those brief moments when they catch each other’s eye. His terror is palpable. He knows women die doing this. Before I walked in, he pleaded, “Don’t let her die. Can’t live without her.” I squeezed his shoulder and nodded.
Ten hours later in the wee hours of the morning, Hazel gives birth to a boy and girl – Lukas and Lucy. They’re just under six pounds, caterwauling like a litter of puppies. Lukas is lively and ready to suckle. Lucy’s sleepy. They both have their momma’s fair hair and deep blue eyes, at least for now. I see Wyatt’s chin on Lukas and Hazel’s calm expression in Lucy’s face. They look healthy, with all ten toes and good sets of lungs. I spend time sewing up Hazel. She bled heavily but that seems to have been staunched, her color and pressure are improved. She’s weary and allows me to get the babies nursing, while she drifts off.
Wyatt brings me a cup of coffee and sits on the cherry wood stool gazing into the fire. He turns back, tears in his eyes as he watches his exhausted wife sleep, snuggled up. He doesn’t say much aside from thanks and more thanks. I feel his appreciation from the look in his eyes down to the mud he’s tracked in on his boots. I give him instructions for post partum care and helping Hazel get the babies latched on. He’s clumsy in his attempts, but his heart is all in. He cradles Lucy’s head as he guides her mouth to Hazel’s nipple. Bitty Lucy takes a few tries before she gets the hang of it. Lukas seems to have it all figured out and gorges on Hazel’s other side. I stay long enough to be sure Hazel’s bleeding’s stopped, and the twins are eating well and sleeping. Wyatt pays me with a freshly butchered chicken and some ginseng – valuable commodities in this impoverished mountain community. I look forward to a roast chicken dinner later and the ginseng root is worth its weight in gold. I thank him as he leads Penny to me, saddled and ready to go. Sun shines through the trees, a hint of fall in the air as I ride back across the Middlefork toward home.
Circle Up on the High Seas!
Public Notice of Upcoming Accreditation Review Visit by ACME
The Frontier Nursing Service was created in 1925. Next year, we are celebrating with our Alumni and Friends Cruise. Join us aboard Royal Caribbean’s Utopia of the Seas, April 18-21, 2025. Departing from Orlando, Florida (Port Canaveral) on April 18, you’ll enjoy three nights with visits to Nassau and CocoCay in the Bahamas.
Contact The Blue Team @ The Cruise Web to book your cabin! BlueTeam@cruiseweb.com 276.235.6004 / frontier.edu/cruise
FNU Alumni!
Check Out the Companion DNP Program
Check with an admissions counselor to see if you are eligible for the Companion DNP program. Don’t miss your opportunity to save $6,000! Contact FNUadmissions@frontier.edu or visit frontier.edu/dnp
Frontier Nursing University wishes to announce that it will host a site visit for the continuation of its PostGraduate Certificate program and Master’s program by the Accreditation Commission for Midwifery Education (ACME). You are invited to meet with the site visit team and share your comments about the program in person at a meeting scheduled for November 13-15. Details about the time and location will be posted on the website: frontier.edu and social media a couple of weeks before the visit. Written comments are also welcome and should be submitted directly to: acme@acnm.org
All written comments should be received by ACME by November 13, 2024.
Board of Directors
Meet New FNU Board Member
Elaine Bolle
Elaine Bolle, MB, BA, and her husband, Lester Levine, have long been supporters of Frontier Nursing University. Among their many contributions, they created and funded the Lin Bolle Scholarship to support underrepresented students. In May, Bolle added another layer of her support to the university when she was formally approved as a member of FNU’s Board of Directors.
Over her career, Bolle has served as CEO, board director, and advisor, leading domestic and global organizations from start-ups to $750M+ enterprises. This includes senior management roles in strategic marketing and brand management, business development, sales, fund-raising, mergers, and acquisitions. She is an active angel investor, currently focusing on early-stage entrepreneurial ventures, including serving as a founder of RTP Angel Fund and a board director of RTP Capital Associates as well as One Digital Trust.
Bolle, who earned her undergraduate and master’s degrees from the University of Michigan, possesses industry expertise in financial services and consumer goods and services. She is an advisor to early-stage companies, assisting in strategy development, fundraising, mergers, and acquisitions. She was the Senior Vice President and General Manager for Western Union, leading the
consumer payments businesses worldwide. She was also Vice President and Senior Director of Citicorp Global Payments.
At Quaker Oats, she conceived, built, and managed a new wholesome snack business –the Quaker Chewy Granola Bars.
Where are you from originally, and where do you reside now?
EB: I was born and raised in Detroit, Michigan, and its suburbs. After attending the University of Michigan, I spent most of my adult life following my career bouncing between Chicago and New York with a detour to spend five years in San Francisco at the peak of the Internet bubble at the turn of the century. My husband and I picked our forever home in 2010, moving to Chapel Hill, North Carolina. It is the perfect place for us — blue skies most days, two hours from the ocean and two hours from the mountains. We experience all four seasons but have virtually no snow and ice.
Please share a little bit about the Lin Bolle Scholarship, the impact it has on Frontier students, and how it carries on Lin’s memory.
EB: My husband, Lester Levine, and I have been supporters of FNU for many years. We created the scholarship to help underrepresented students complete their FNU education. We are committed to addressing the health needs of underrepresented populations throughout the country. We believe FNU graduates directly help solve these problems. The scholarship is named for a family member who was a nurse at Cleveland Clinic. Her life was cut short by a drunk driver. We wanted her legacy of service to live on in the scholarship.
What interested you in becoming a Board member at Frontier?
EB: I am committed to the mission of FNU in providing midwifery and nurse practitioner education and in serving underrepresented populations. As an innovator and strategic leader, I hope I can contribute to the
strengthening and expansion of FNU’s role as a center of excellence in midwifery and nurse practitioner education. I believe midwives and nurse practitioners play a critical role in addressing essential needs in the healthcare community especially in rural and other underrepresented communities. While I do not have specific healthcare expertise, I do have in-depth experience in building and strengthening organizations via active board participation. I have been very impressed with everyone I have met at FNU. Their passion and commitment are contagious. I hope I can learn and make a positive contribution.
How do you hope to help frame the future of Frontier?
EB: I know FNU is approaching a review of its strategic plan and, in particular, how to manage its growth and innovation goals. After gaining a better understanding of where the organization is today, I hope I can contribute to helping build a stronger future and identifying the resources required to support that growth.
What are your future plans and goals?
EB: I believe that every person’s role is to leave the world a better place. One of the tenets of Judaism is “Tikkun Olam” — Repair the World. I am committed to that. Now that I am in the latter stages of my life, I am focusing on those initiatives that serve the greater good and will leave a legacy of making the world a better place.
Anything else you would like to add?
EB: In addition to my wonderful husband (who is actually responsible for introducing me to FNU), I am the very proud mother of two incredible sons — Jeffrey Bolle and Tim Bolle, who, with their amazing wives –Whitney (Jeff’s wife) and Lauren (Tim’s wife) have given me three energic grandchildren (Elliot and Oliver from Jeff and Whitney and Hailey from Tim and Lauren). When I am not investing in start-ups and serving on boards, I love to cook and travel.
Meet New FNU Board Member Michael Steinmetz
For nearly 13 years, Michael Steinmetz, CPA, CMA, CSCA, oversaw the financial well-being of Frontier Nursing University as its Executive Vice President for Finance and Facilities from October 2009 to August 2022. He also served as the Chief Financial Officer for Frontier Nursing Service, Incorporated, helping to oversee the charitable foundation’s planning and investments.
After retiring in 2022, Steinmetz was awarded an honorary doctorate from FNU in 2023. Now, Steinmetz is once again helping lead the university as a member of the Board of Directors. He was formally approved as a member of the Board in May 2024.
During his time at Frontier, Steinmetz was instrumental in numerous initiatives and milestones at FNU, including the purchase and development of the Versailles campus. He subsequently oversaw donating the Hyden campus and properties to Leslie County to benefit Hyden and the surrounding community.
Steinmetz drove FNU’s mission to be a data-driven institution and led the efforts to select and implement data dashboards and workflow systems. He also served as the Chief Financial Officer for Frontier Nursing Service, Incorporated, helping to oversee the charitable foundation’s planning and investments.
Recently, Steinmetz took the time to answer a few questions about his time at Frontier and what lies ahead as a Board member.
What did you enjoy most about being at Frontier?
MS: Looking back on my time at Frontier, I think I really enjoyed the friendships that developed over the years. I have missed the many staff and faculty members I was fortunate enough to work with as we made meaningful contributions to building the future of the university. FNU grew and changed considerably over the 13 years I served as CFO and Vice President. Helping to guide that growth and development was the highlight of my career.
What made you want to come back to serve on the Board?
MS: I feel that although FNU has come so far, there is still considerable work to do in the promotion of healthcare for underserved communities and groups in our society. I hope to use my knowledge of the institution, finances, and accreditation to help facilitate sound governance as the university plots its future course. It will be an honor and a fantastic learning experience to work with the group of high-level professionals who serve on our board.
Other than serving on the Board, how are you enjoying your retirement?
MS: Life in retirement has been an adventure so far. My wife and I moved to the Seattle area to be close to our adult children’s families. We now have five grandchildren in the area. When we're not busy with trips to the zoo or area parks with the kids, we're enjoying hiking and biking in the mild climate of the "PNW" (Pacific Northwest), as they call it. I have also been
helping out with the Seattle chapter of SCORE, which is a national not-for-profit organization affiliated with the Small Business Administration. We provide free education and mentoring to small businesses and startups. I spend several hours per week helping clients work out business plans, improve their finances, or address other challenges. I have also recently taken on the role of chapter Treasurer.
Anything else you would like to add?
MS: I would also like to express my gratitude to Dr. Susan Stone for her guidance and support over the years. When I came to FNU, I had no experience working with a university, but with the support from Dr. Stone and others throughout the university, I was able to adapt and thrive at FNU. Thank you for your patience!
Kerri Schuiling, Ph.D., CNM, FAAN, FACNM, Marquette, MI
Peter Schwartz, MD, Port St. Lucie, FL
Dr. Maria Small, MD, MPH, Durham, NC
May Wykle, Ph.D., RN, FAAN, FGSA, Cleveland, OH
Foundation Board Members
Derek Bonifer, Louisville, KY
Constance Brotherton, MA, Lexington, KY
Peter Coffin, Chair, Frontier Nursing Service, Inc Foundation, Chestnut Hill, MA
Peter Schwartz, MD, Port St. Lucie, FL
President Emerita
Dr. Susan Stone, CNM, DNSc, FAAN, FACNM Distinguished Chair of Midwifery and Nursing
Board Members Emeritus
Wallace Campbell, Ph.D. Berea, KY
John Foley, Lexington, KY
Marion McCartney, CNM, FACNM, Washington, DC
Kenneth J. Tuggle, JD, Louisville, KY
Nancy Fugate Woods, Ph.D., RN, FAAN, Seattle, WA
Memorial Donations
The following people gave contributions to Frontier in memory of their friends or loved ones. The names in bold are the deceased.
Dr. Lisa Chappell
Barbara Anderson
Holly Anderson
Tia Andrighetti
Katheryn Arterberry
Janette Bowers
Cinthya Bowmaker-Karem
Victoria Burslem
Audra Cave
Deirdre Clark
Latoshia Daniel
Charles Robert Davis
Jana Esden
Rebecca Fay
Torica Fuller
Kathy Gardner
Jennifer Howard
Lisa Huckaby
Deborah K. Karsnitz
Joanne Keefe
Janelle Komorowski
Amy Marowitz
Angela Renee Mitchell
Nancy Pesta Walsh
Joan Slager
Vicky Stone-Gale
Sharon Tankersley
Eileen Thrower
Jennifer Tobola
Ana Verzone
Judy and Newt Stammer
Suzanna Stammer
Become a Monthly Donor TODAY! Frontier Nursing University
By making a recurring gift to FNU, you are investing in the lives of Frontier students year-round. Giving monthly represents an ongoing commitment to Frontier Nursing University and student achievement. When you commit to even $5 per month, your gift will help with student scholarships, DEI programming, hands-on training materials, and so much more.
Visit frontier.edu/give-to-fnu/, use the enclosed remittance envelope, or scan the QR code above to make your first monthly gift today!
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