2021 President's Annual Report

2021 President’s Annual Report

Creating a Culture of Caring

Founded in 1939, Frontier Nursing University seeks to meet the needs of prospective nurse-midwives and nurse practitioners who want to remain in their home communities while studying to obtain a graduate education to fulfill their professional goals. Students start by completing web-based didactic coursework with the encouragement and support of academic advisers, classmates, a strong curriculum, and active and engaged faculty.

Working with clinics, hospitals, and preceptors in their own communities, students gain the hands-on clinical experience required for these exciting health care professions. FNU’s more than 150 faculty members, who are located all over the country, are national leaders in advanced practice nursing and midwifery education.

The Frontier Nursing University Vision: To continually improve our status as a center of excellence for midwifery and nurse practitioner education.

The Frontier Nursing University Mission: To provide accessible nurse-midwifery and nurse practitioner education to prepare competent, entrepreneurial, ethical, and compassionate leaders in primary care to serve all individuals with an emphasis on women and families in diverse, rural, and underserved populations.

The Frontier Nursing University Culture of Caring: • Professionalism • Inclusivity • Respect • Positive Communications • Mutual Support FNU’s Culture of Caring initiative drives these values into our talented and diverse community of students, alumni, faculty, staff, couriers, and preceptors. We are inspired by a culture of caring among all members of our university community and it strengthens our focus on our mission of educating nurse-midwives and nurse practitioners to deliver quality health care to underserved and rural populations.

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FNU

Current enrollment of more than

83

Number of new enrollees in each program in 2021:

2,500 students

at a Glance

years of experience in graduate nursing and nurse-midwifery education

Students and alumni represent every U.S. state and several foreign countries

Family Nurse Practitioner

237 Nurse-Midwifery

Ofers the oldest and largest

459

contiualy

atingoper nurse-midwfy

amprog

education United Staes

in the

Retention in 2021:

91.37% (those who started in 2020 and completed their first full year in 2021)

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Psychiatric Mental Health Nurse Practitioner

280

Women’s Healthcare Nurse Practitioner

55

Doctor of Nursing Practice

240

Offered the first family nurse practitioner program in the United States Total degrees awarded in 2021:

984

Number of students by race/ethnicity enrolled in 2021:

Number of graduates from each program in 2021 Family Nurse Practitioner

Black or African American

237

436

Nurse-Midwifery

318 Psychiatric Mental Health Nurse Practitioner

173 Women’s Healthcare Nurse Practitioner

Named a 2021 Great College to Work For

Four-time (20182021) winner of the Insight Into Diversity Higher Education Excellence in Diversity Award

59 Doctor of Nursing Practice

167 WH Completion for Midwifery Grads

30

Largest and oldest nursemidwifery program in the United States

49%

Hispanic

250 Asian

78

Two or more races

124

Native Hawaiian or Other Pacific Islander

7 Number of preceptor sites utilized in 2021:

2,762

American Indian or Alaska Native

23

White

2,380 Not Disclosed

124

of FNU’s students live in health professional shortage areas (HPSA) as defined by Health Resources and Services Administration (HRSA) 2021 PRESIDENT’S REPORT

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Contents About Frontier Nursing University FNU at a Glance

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Inside Front Cover-1 2-3

Letter from FNU President Dr. Susan Stone

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Letter from FNU Board of Directors Chair Dr. Michael Carter

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2021 Strategic Plan

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2021 Strategic Plan Goal 1 Outcomes

8-11

2021 Strategic Plan Goal 2 Outcomes

12-17

2021 Strategic Plan Goal 3 Outcomes

18-21

2021 Strategic Plan Goal 4 Outcomes

22-25

2021 Strategic Plan Goal 5 Outcomes

26-29

2021 Strategic Plan Goal 6 Outcomes

29-37

2021 Events and Honors

38-43

2022 Strategic Plan

44-45

Dear Friends, Like most of us, Frontier Nursing University began 2021 with cautious optimism and an eagerness to resume “normal life” after the pandemic. We particularly looked forward to welcoming students to the Versailles campus for the first time, restoring old traditions and beginning new ones. We hoped to hold the Diversity Impact Conference on campus and to celebrate commencement in person. Though the ongoing pandemic caused some of these much-anticipated events to be held virtually, 2021 was nonetheless full of numerous successes and wonderful memories.

Within the pages of this Annual Report, we are honored to share with you the story of 2021 at Frontier Nursing University. We tell this story through the lens of our strategic plan, which is the guide for all actions and initiatives at FNU. As we assess the progress made toward each of the six 2021 strategic plan goals, we take a look behind the scenes at the ideas, people, technology, and support that led to our successes.

While we weren’t able to fully open our campus as we had hoped, we were honored to be able to put it to great use. We partnered with the Woodford County Health Department to serve as a COVID vaccination site. Later in the year, we welcomed our first students to campus for Clinical Bound. These events, and others, confirmed what we already knew about the Versailles campus. It is not only beautiful but also has the facilities and capacity to be the site of many great events and the source of countless

memories. Our faculty, staff, and students from all across the country can converge here to forward the mission of Frontier Nursing University through collaboration and education.

That mission is the common thread in each of our strategic plan goals. Simply put, it is why Frontier Nursing University exists and why we continue to progress, even during trying times. I could not be more proud of our students and alumni who have continued to shine throughout the pandemic. That is not only a tribute to them and their character and devotion but also to their families who support their goals, our faculty who guide and challenge them, our staff who provide countless services, and our volunteers and donors, who demonstrate their belief in our students through their generous gifts of time, money, and expertise.

As you will see in this report, the tale of 2021 at Frontier is a success story. We are so grateful to you and everyone who was a part of it. We thank you for taking the time to read our report and look forward to sharing much more good news with you in the months and years ahead.

Sincerely,

Susan E. Stone, DNSc, CNM, FAAN, FACNM President

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Dear Friends, The Board of Directors of Frontier Nursing University is happy to present the 2021 President’s Annual Report and we are excited to share the university’s many accomplishments from the past year. Despite the challenges and occasional setbacks presented by the pandemic, the Board approved an ambitious strategic plan for 2021. In these pages, we report on each of those strategic plan goals, the overall progress, and introduce you to just a few of the people leading these efforts.

While many university events remained virtual in 2021, we were very excited to welcome our first groups of students to the Versailles campus to attend Clinical Bound. You will read much more about the clinical simulations that help prepare our students for the important service they provide to those in their communities.

Innovations such as these new clinical simulations are borne out of the strategic plan, which focuses on the mission of Frontier Nursing University and the actions needed to fulfill it. It may come as some surprise that FNU faculty, staff, students, and the Board of Directors are all actively involved in the development of the strategic plan. Their innovative and thoughtful ideas are fine-tuned and identified as tangible goals, the progress of which can be assessed and measured.

We take the development of the strategic plan very seriously because, as an extension of our mission and values, it drives the activities of the university. It

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guides our decision-making and assures that these goals are feasible, attainable, progressive, and, most of all reflective of the culture and mission of Frontier Nursing University.

Not every goal is achieved every year, but through our successes, failures, and challenges such as the pandemic, we continue to learn and adapt.

Any steps backward are countered by multiple steps forward. That, as I’m confident you will see reflected in this Annual Report, is the nature of Frontier Nursing University.

Thank you for allowing us to share this report with you. While we continue to look forward, it is always important to take time to reflect, to learn from any errors, and celebrate our victories. We had many victories in 2021 and we hope you enjoy reading about them. Thank you for the vital role you play in the success of FNU and for your continued support.

Sincerely,

Michael Carter, DNSc, DNP, FAAN, FNP/GNP-BC Chair, Board of Directors

2021 Strategic Plan Goals

At the end of each year, the progress toward FNU’s strategic plan goals is measured and the outcomes analyzed.

The process of developing the strategic plan, implementing the plan, and measuring the results is integral to FNU’s strategic adherence to its mission and growth.

Within the following pages is a detailed look at the six goals included in the 2021 strategic plan, including the data and stories that demonstrate the results from the last calendar year.

Goal 1

Goal 2

Continue to develop, evaluate, and improve programs and services that further our mission.

Create an environment that promotes diversity, equity, and inclusion and promotes the success of all community members.

Goal 3

Goal 4

Build strategic relationships with clinical sites and preceptors, focusing on rural areas.

Continuously improve and maintain facilities to meet the needs of students, faculty, and staff.

Goal 5

Goal 6

Use technology to ensure improvement and attainment of service excellence to the community.

Ensure the financial strength and growth is sufficient to meet the needs of the university.

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Goal 1 Evaluating the DNP Clinical Project and Implementing Community-Based Options As part of the clinical portion of the program, FNU’s Doctor of Nursing Practice students complete a patient-focused quality improvement project. Typically, this project is conducted at the student’s current place of employment. The students identify an area of potential improvement, develop a proposed plan for improvement, work within their place of work to implement the plan, and then collect and analyze data to determine the plan’s effectiveness.

While students must have their plan approved

by FNU faculty, they are given the freedom and encouragement to structure the project to fit the needs of their place of work and the community they serve. The intent is for it to not only be a learning experience but also to result in realworld application to improve workplace efficiency and patient experience.

“The achievement of this goal is actually still partly in progress,” said Khara’ Jefferson, DNP, APRN, FNP-C, who is the Program Director for the Doctor of Nursing Practice Program. “The senior DNP faculty held a retreat on campus to work on this and also to restructure our current clinical courses.” The senior DNP faculty in attendance at the retreat were Dr. Jefferson, Kimberly Couch, DNP, CNM, FNP-BC, Catherine Collins-Fulea, DNP, CNM, FACNM, Kristin Gianelis, DNP, ANP-BC, WHNP-BC, RNFA, SANE, and Diana Jolles, Ph.D., CNM, FACNM. “They recognized that most students are employed and able to do their projects where they work, but that exceptions, even in nonpandemic times, exist for a few students. We decided to reintroduce the community-based projects which proved successful during the onset of the pandemic. For the next year, we are piloting community-based projects for students who have Dr. Khara’ Jefferson problems securing a site since many students are still impacted by COVID. These virtual community-based projects are very similar to the projects we implemented in early 2020 for our students, with a few caveats.”

When the COVID-19 Pandemic hit in early 2020, many clinics shut down, leaving many FNU students without a place to work and implement their quality improvement project. In order to allow these students to continue their progress without having to go on academic hiatus, FNU faculty acted quickly to alter the parameters of the DNP clinical project. The result was four The DNP community-based project will be an suggested community-based projects which option provided by faculty to students who have students could implement, even if they had no exhausted all of their options to identify a site in office or clinic to go to. While the sudden change which to implement a project and must withdraw of plans forced by the pandemic was alarming from the program. The expected number of Dr. Sybilla Myers and difficult, students were overwhelmingly students per term who meet these criteria appreciative of the opportunity to continue is currently no more than five. For those few progressing toward their degree and embraced the project students, however, this option may be essential to facilitate options that were provided. their completion of the DNP program.

Even as FNU celebrated the success of the communitybased projects, the overall need was short-lived as students returned to work in the second half of 2020 and into 2021.

To build upon the lessons learned, the evaluation of the DNP clinical project was included as a goal in the university’s 2021 strategic plan.

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“When students come to me to let me know they cannot do their DNP projects within their site, we explore all possibilities,” Dr. Jefferson said. “My goal is not to make this more difficult for them but to be realistic and ensure they are able to complete their project successfully.”

Students who qualify for the community-based project have two options from which to choose. One project focuses on end-of-life planning and the other is aligned with health promotion. In both projects, students recruit participants personally without the use of a clinical site. There is no inperson interaction with patients or clients. All participation in the project is conducted via phone or video call. The Institutional Review Board (IRB) approved the plan with an IRB-created participant consent form, which states the student is not practicing under their nursing license and will not provide any diagnosis or treatment. Via these parameters, no clinical affiliation agreement or liability insurance is required.

“At the end of one year, we will have data that will measure the efficacy of this project model and its ability to facilitate students’ successful completion of the DNP program.”

-- Dr. Khara’ Jefferson While the in-site projects are preferred, students who completed these community-based projects in 2020 found that they proved to be an excellent learning experience and were also of value to the volunteers who participated. One such student was Sybilla Myers, DNP, APRN, FNP-C. Dr. Myers, who is now a member of FNU’s DNP course faculty, was working in Washington, D.C., as an International Health Coordinator for a federal organization. With the COVID restrictions, completing an in-site DNP project was not an option. When the FNU faculty developed the communitybased options, Dr. Myers chose the virtual wellness project.

“I talked to my advisor, Dr. Chris Kennedy, who served as an incredible faculty mentor,” Myers said. “His recommendation was to do something that might be able to live past this project. Then I started thinking about it and decided on a virtual wellness project which could be sustainable

beyond the pandemic and be implemented in primary care environments.”

Myers’ project identified ways for the participants to increase their physical activity, their hydration, and their mental well-being using strategies that were available during the pandemic. Myers enlisted social media to solicit volunteer participants for her project. Once she had assembled a group of approximately 30 participants, she created a closed group in which she released information and guidance about the project. She also met with each participant individually to work with them on their goals and overall progress. She provided tools and suggested resources, including apps for yoga, running, walking, hydration, and mental health. For some of her older participants who were less familiar with apps, Myers offered alternate ways to monitor their progress, such as calendars and notebooks for tracking progress.

Myers’ poster board for the project was presented at the Institute for Healthcare Improvement and her quality improvement SQUIRE paper, Improving the Perception of Wellness in a Virtual Population During the COVID-19 Pandemic, was accepted for publication in the Journal of Doctoral Nursing Practice.

“We hope students like Dr. Myers who need to utilize the community-based option will find it equally rewarding and beneficial in learning tools that can be utilized to improve the quality of healthcare, thus achieving the doctor of nursing practice competencies,” Dr. Jefferson said.

Dr. Jefferson and the other members of the DNP clinical faculty will continue to monitor and evaluate this project model throughout the year.

“At the end of one year, we will have data that will measure the efficacy of this project model and its ability to facilitate students’ successful completion of the DNP program,” Dr. Jefferson said.

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Goal 1 Virtual Simulations Play Very Real Role in Preparing FNU Students

Associate Professor Tia Andrighetti, DNP, APRN, CNM, CHSE-A, CNE

As a pioneer in distance learning since 1989, Frontier Nursing University routinely has been ahead of the curve in the use of technology to deliver excellent education and instruction to students across the country. Even as online programs develop at other institutions, FNU always looks to remain a step ahead, embracing technology and the solutions it can provide.

The COVID pandemic shone a light on FNU’s ability to adjust to changing circumstances and maintain its high academic standards. One of the central components of every FNU student’s program is Clinical Bound, a week-long on-campus experience during which students learn and practice clinical skills via simulations before they put them into practice at their clinical sites. When the pandemic shut down campus activities, including Clinical Bound, FNU relied even more heavily on the simulations it had successfully delivered in some of the management courses at a distance for several years.

“I think we are very creative in how we do the physical exams during simulations,” said FNU Associate Professor

Tia Andrighetti, DNP, APRN, CNM, CHSE-A, CNE. Dr. Andrighetti is also the university’s Innovation Coach and Simulation Coordinator. “A lot of other programs who had to figure this out during the pandemic just said, ‘we’re going to ignore the physical exam.’ As a faculty member, that is not going to tell you if the student can successfully complete a physical examination.”

During the on-campus Clinical Bounds, students perform clinical simulations with standardized patients and mannequins while faculty observe (see story on page 22). The same hands-on experience cannot be replicated virtually, but the virtual simulations can still replicate this experience using an instructor and a standardized patient.

“While the students can’t actually conduct the physical exam, they can explain in minute detail what they would do if they were there with the patient,” Dr. Andrighetti said. “They can’t just say ‘I would listen to the patient’s heart’. They have to tell us all of the places on the chest they would listen to the heart and what they would expect to hear. They have to explain every component of the exam. As a faculty member, you get a really good idea of whether the student knows what they are supposed to be doing or not.”

Even though on-campus Clinical Bounds have resumed, the virtual simulations remain an integral part of every FNU student’s education. They serve as an opportunity for students to practice the material as they are learning it.

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“We are teaching our students to be evidence-based practitioners,” Dr. Andrighetti said. “Getting the students to actively apply the information they are learning is the best way to learn. It allows for a deeper understanding of the material and longer retention than if we just ask them to memorize.”

Each program at FNU incorporates virtual simulations into courses prior to Clinical Bound. Faculty are working to create additional simulations in response to student demand for more opportunities to practice skills, clinical decision making, and patient interactions before they arrive for the on-campus simulations.

The virtual simulations also incorporate telehealth encounters. In telehealth simulations, students still interact with standardized patients, but without the physical exam.

With the increased use of telehealth during the pandemic, both patients and healthcare providers have become more accustomed to this model of providing or receiving healthcare which will likely continue to be utilized beyond the pandemic.

“Most of us were not taught using simulated experiences,” Dr. Andrighetti said. “It is pretty uncomfortable for adult learners to be put into these types of situations because we’re used to having faculty stand in front of the room and lecture while we take notes. It is a shift in teaching that is not always comfortable for our students. It is not always comfortable for our faculty, because we don’t know what the student is going to do in the simulation. We have to be comfortable with the unknown student responses.”

“They have to explain every component of the exam. As a faculty member, you get a really good idea of whether the student knows what they are supposed to be doing or not.”

-- Dr. Tia Andrighetti

To create the simulation, faculty write a script for a standardized patient and train an actor or actress to portray the role. It is an actual conversation between the student and patient in which the student is trying to obtain the information they need to make an assessment and determine a course of management.

“We are enhancing it to make it as realistic as possible,” Dr. Andrighetti said. “These simulations lend themselves nicely to building lifelong learners, not only our students but our faculty. If a student comes up with something and we don’t know the right answer, we can ask the student to go to their point of care tools and we can look it up together. We can get an answer together right then and there, which is exactly what we would be doing in a live patient encounter.”

Most of the simulations are recorded. Those recordings are sometimes used for debriefing or reflecting after the simulation. As simulations become more utilized, it is possible that some of the simulation hours may be used to reduce the number of clinical hours required. The recorded simulations will be stored on SimIQ (see story on page 26) and could potentially serve as verification of those simulation hours.

“This will be a nice way to track and document that our students had these hours,” Dr. Andrighetti said. “It will also be a nice portfolio for a student to have to show a prospective employer. We cannot share the videos, but we could print off a synopsis of the experiences they had.”

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Goal 2 Creating an Antiracist University

Interim Chief Diversity and Inclusion Officer Dr. Paula Alexander-Delpech, Ph.D., PMNHP-BC, APRN

Frontier Nursing University operates within a shared governance structure that relies upon the expertise and participation of constituents from all factions of the university.

It is a structure that ensures all voices are heard and all perspectives are valued.

That same structure is being utilized to create the framework for Frontier’s plan to become an antiracist university. Over the past years, FNU has created a structure of committees and task forces with representation from across the university. Each of those groups is responsible for certain goals and tasks central to the university’s diversity, equity, and inclusion (DEI) initiatives.

One of the first steps the university took after establishing the goal of being an antiracist institution was to create the President’s DEI Task Force. This task force was assembled in January 2021 and charged with identifying, implementing, and evaluating initiatives that will support a climate that is diverse, equitable, inclusive, and respectful.

The goal of the Task Force is to enhance FNU’s Culture of Caring to make equity, respect, and belonging a reality.

The Task Force works collaboratively with the community at large and includes members from the administration, faculty, staff, and students.

“As chair of the President Task Force, it’s an honor to serve in this capacity,” said Interim Chief Diversity and Inclusion

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Officer Paula Alexander-Delpech, Ph.D., PMNHP-BC, APRN. “I am able to collaborate with the subcommittee co-chairs on initiatives that are action-oriented and support the mission and vision of FNU. The Task Force works collaboratively with the Office of Diversity, Equity, and Inclusion to critically evaluate all aspects of our university programs, policies, and climate to ensure that everyone is valued and differences are embraced.

To accomplish its many action items, the Task Force implemented a roadmap structure which was used to establish a set of subcommittees. The Task Force identified and recruited chairs and co-chairs for each of the seven identified subcommittees. Faculty, staff, and students were then recruited to join those subcommittees. Once the committee rosters were full, the subcommittees each began meeting on a regular basis and set about creating a work plan and structure.

“The President’s DEI Task Force is intensely focused on evaluating Frontier’s current policies and practices, and identifying areas in need of improvement,” said FNU President Dr. Susan Stone. “Through data analysis and input from members of all factions of the FNU community, the Task Force and its subcommittees are making informed decisions to make immediate changes that will drive us toward our goal to become an antiracist University. In order for Frontier to fulfill its mission, this is a goal that we absolutely must and will achieve.”

Each of the subcommittees has defined goals to guide their current and future decisions and actions. The subcommittees take direction from the President’s DEI Task Force and report regularly to the Task Force on the progress toward the stated goals and objectives. (story continues on page 14)

DEI Task Force Subcommittees Subcommittee on Faculty, Staff, and Preceptor Development and Retention

Subcommittee on Policies, Statements, Reports, Reviews, Planning, and Evaluation

Members: 14

Members: 6

Goals:

Goals:

• Collaborate with the necessary stakeholders to plan and facilitate diverse training opportunities to foster diversity, equity, and inclusion at FNU. The training opportunities are to ensure that all FNU community members are informed and are poised to engage in equitable, safe, and brave dialogues related to DEI.

• Review existing policies/statements and identify new policies/statements using a diversity, equity, and inclusion lens where needed to advance DEI at FNU.

• Provide a framework to guide faculty and preceptors on sound teaching principles on how to adopt an Anti-Racist pedagogy in their courses.

Subcommittee on Infrastructure, System Strengthening, and Capacity Building

Subcommittee on Curriculum and Learning

Goals:

Members: 9

• Identify and develop financial and organizational resources to support the work of the Task Force.

Goal: Define, evaluate and refine the components and barriers to an inclusive, diversity responsive curriculum, based on stakeholder responses Subcommittee on Climate and Belonging

• Develop an evaluation process to assess FNU’s progress toward improving diversity, equity, and inclusion.

Members: 8

• Recognize the work of individuals or groups who have made outstanding contributions toward the achievement of Task Force objectives.

Members: 10

Subcommittee on Recruitment across the Entire University

Goal: Disseminate diversity, equity, inclusion, and antiracism support throughout the University.

Members: 8

Subcommittee on Retention of Underrepresented Students

• Increase the number of faculty and staff of color and other underrepresented and rural groups by December 2022 focusing on the following:

Members: 6 Goal: Develop a comprehensive student retention program

Goals:

• American Indian or Alaska Native • Asian • Hispanic or Latino • Native Hawaiian or other Pacific Islander • Black or African American • Increase the number of students of color and from underrepresented and rural marginalized groups.

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Goal 2 (continued from page 12) The President’s DEI Task Force and its subcommittees are not the only new pillars in Frontier’s university-wide commitment to diversity, equity, and inclusion. In January 2021, the FNU Board of Directors created a Diversity, Equity, and Inclusion (DEI) Committee. The DEI Committee is responsible for working with the Board of Directors and the administration in eradicating systemic racism, bias of any kind, and ensuring that Frontier strives to be an antiracist university. The seven-person Committee performs this task by overseeing the University’s policies, initiatives, and strategic goals related to DEI and guides the Board of Directors’ own DEI own work.

“The Board of Directors DEI Committee is fully committed to making Frontier Nursing University an antiracist institution and an example for others to follow,” said Committee Chair Dr. Jean Johnson. “We are proud of the work that Frontier has done and continues to do in order to emphasize diversity, equity, and inclusion among all components of the FNU community. We have made tremendous progress, but we recognize that there is more work to be done and that the Board of Directors must take an enhanced leadership role via the vital work of this committee.”

One of the initial pillars in FNU’s commitment to diversity, equity, and inclusion is the Diversity and Inclusion Committee. Created in 2015, the Diversity and Inclusion Committee includes 15 faculty and staff members as well as five students. This committee develops, promotes, and provides programs and resources to enhance diversity throughout the university and healthcare workforce.

“Our committee collaborates with the Office of Diversity Equity and Inclusion,” said co-chair Dr. Charlotte Morris, DNP, CNM, FACN. “We are working with the Office of Diversity, Equity, and Inclusion to support initiatives that promote a sense of belonging. An example of this is the development of the Special Interest Groups (SIGs).

SIGs are support groups with a shared interest to have the opportunity to come together to encourage, support

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and engage with one another. Some of the SIGs that are being developed are a parenting group; a Diversity Equity, Inclusion, and Belonging Group; a Faculty Group; an LGBTQ Student Group; and a Student of Color or Black, Indengious, Person Of Color (BIPOC) Student Group. These groups will help us build a stronger sense of community at Frontier.”

Also formed in 2021, the Antiracism and Bias Advisory Council (ABAC) is a diverse group of Frontier employees who serve as an advisory board for the antiracism policy and the employee and student bias reporting policies. The advisory council reports to FNU’s Chief Diversity and Inclusion Officer (CDIO). The council members include four faculty and staff volunteers and two alternates with evidence of DEI education, training, and/or experiences, as well as the CDIO, who serves as the executive sponsor.

The university-wide involvement in these committees and initiatives exemplify Frontier’s commitment to becoming an antiracist university and recognition of the importance of input from all facets of the university community. It is shared governance focused on a shared goal.

“Through data analysis and input from members of all factions of the FNU community, the Task Force and its subcommittees are making informed decisions to make immediate changes that will drive us toward our goal to become an antiracist University. In order for Frontier to fulfill its mission, this is a goal that we absolutely must and will achieve.”

-- Dr. Susan Stone

FNU Mentoring Program Benefits Both Mentor and Mentee Commitment to diversity, equity, mentees. During the COVID-19 Pandemic, POMP has and inclusion is part of the fabric been redesigned to allow participating students to attend of Frontier Nursing University. By conferences virtually with faculty mentor guidance. emphasizing diversity among faculty, staff, and students, and incorporating The Office of Diversity and Inclusion actively recruits faculty inclusivity throughout the curriculum to serve as mentors. Faculty who are interested in being and training, FNU is striving to mentors receive training provided by FNU and are paired produce graduates prepared to with students in the program. Not only do mentors and Dr. Diane John provide culturally competent care to mentees meet at conferences, but they also connect via their communities. In order to do so, Zoom, email, text, or phone. While many factors contribute Frontier has implemented strategies to increased retention, the value of a strong mentor-mentee (see story on page xx) directed at relationship cannot be overstated. both the recruitment and retention of a diverse student body. The Associate Professor Diane John, Ph.D., APRN, FNP-BC, enrollment of students of color (SOC) CNE, has mentored as many as five students at a time and is has risen from 9% in 2010 to 26.88% always eager to help guide students. in 2021. For the cohort of students Dorcas Adeniyi who entered FNU in 2014, the rate “Some ask about success tips, potential clinical sites, of difference between the retention of SOC as compared practice tips, funding education, certifications, and job to white students was nearly 8%. This opportunities,” Dr. John said. “As a gap between the retention rate of SOC mentor, I am fortunate enough to be “The day that I started as compared to the white population able to engage with students who the Frontier Bound has continued to decrease. The firsthave varied experiences and are very orientation, I was full year rate of retention for students knowledgeable and skilled. Mentees who entered FNU in 2020 (approx. bring their unique perspectives to our of excitement with a 15-24 months in the program as of this interactions and are oftentimes excited promising future ahead.” publication) is 90.40% for SOC and to share and to receive information.

-- Dorcas Adeniyi 90.45% for white students. Since the I see mentoring as a reciprocal majority of attrition occurs within the relationship, and sometimes feel that I 12 months of the program, the first-year retention rate is a gain so much more than I could ever give.” key indicator for overall FNU retention.

An example of this mutually beneficial relationship is the The improved retention rate is due in part to the one that Dr. John shares with one of her mentees, Dorcas implementation of the Professional Organization Mentoring Adeniyi, BSN, RN, who expects to graduate from FNU’s Program (POMP) in 2018. Intended to strengthen the Psychiatric-Mental Health Nurse Practitioner (PMHNP) connection between students and faculty, POMP matches program in the spring of 2022. It wasn’t long ago that Dorcas FNU faculty with underrepresented nurse practitioner feared she would never make it to graduation day. and nurse-midwifery students to provide support and mentorship. The program allows students to join a “The day that I started the Frontier Bound orientation, I was professional organization in their field, as well as gives them full of excitement with a promising future ahead,” Adeniyi the opportunity to attend a professional conference with said. “All of the professors that did orientation for us on their mentors. Conference registration and professional those three wonderful days were excellent, but there was membership fees are covered for all students selected as a fear of survival. My heart was full of fear of the unknown, 2021 PRESIDENT’S REPORT

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Goal 2 Benefits of being a Mentee • Gain practical advice, encouragement, and support • Learn from the experiences of others • Increase your social and academic confidence • Become more empowered to make decisions • Develop your communication, study, and personal skills • Develop strategies for dealing with both personal and academic issues

and how I will survive the program and be able to achieve my goals. To my surprise, I got an email from the University inviting me to join the mentoring programs.”

Because Adeniyi and Dr. John had a mutual interest in service to the community, FNU’s Office of Diversity and Inclusion paired them together. They first met by attending a virtual rural health conference together.

“Dorcas was quiet and unsure during our first interaction,” Dr. John said. “She said she did not want to take up too much of my time. We are now 12 months into the mentoring program and Dorcas is now talkative and engaged during each interaction. We share family photos, personal stories, and professional experiences.”

• Identify goals and establish a sense of direction • Gain valuable insight into the next stage of your university career

Benefits of being a Mentor • Improve communication and personal skills • Develop leadership and management qualities • Reinforce your own study skills and knowledge of your subject(s) • Increase your confidence and motivation • Engage in a volunteering opportunity, valued by employers • Enhance your CV • Increase your circle of friends • Gain recognition for your skills and experience • Benefit from a sense of fulfillment and personal growth

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They also share a common interest in scholarly presentations. Adeniyi expressed a desire to know more about the process, and Dr. John was happy to oblige. They have since collaborated on two projects. Their poster presentation Traumatic Stress: Clinicians Responding to Yesterday’s Events will be presented at the Kentucky Association of Nurses and Nurse-Midwives 34th Annual Coalition Conference in 2022. They will also be joined by Keife Earley, a recent graduate of FNU’s PMHNP program, in presenting “Meaningful Mentoring for Graduate Students in a Virtual Environment” at the Conference on Meaningful Living and Learning in a Digital World 2022 in Savannah, GA. “I am thankful for the privilege to have a mentor at Frontier Nursing University,” Adeniyi said. “Having a mentor has given me assurance, served as a resource, exposed me to what I need to know about the program, and showed me the way to the future. Since I have been assigned to Dr. John, I have never regretted having a mentor. Dr. John has met with me several times to see how I am doing and to check if I have any difficulty with my courses. Dr. John has introduced me to the National Rural Health Association because I love serving the underserved, such as people who lack access to care insurance and live in rural and remote areas. I was fortunate to attend the NRHA webinar and learn how to serve these people and how to establish my own private clinic in the future because these are my future goals.”

FNU Endows Scholarship Aimed at Increasing Diversity in Health Care Frontier Nursing University has endowed a new scholarship to support African American, Black, Native American, and Alaskan Native students. The scholarship, which will support 10 students per year, was established and approved by FNU’s Board of Directors during their quarterly meeting in April 2021.

and Human Services reported that, in 2018, American Indians and Alaska Natives were 50 percent more likely to be diagnosed with coronary heart disease than their white counterparts. The CDC also shared a report that found that 34% of COVID-19 deaths were among non-Hispanic Black people, though this group accounts for only 12% of the total U.S. population.

The scholarship is in keeping with the University’s mission, which is “to provide accessible nursemidwifery and nurse practitioner education to prepare competent, entrepreneurial, ethical, and compassionate leaders in primary care to serve all individuals with an emphasis on women and families in diverse, rural, and underserved populations.” The University’s focus on diverse, rural, and underserved populations is in response to the persistent health care disparities in the FNU Board of Directors United States.

“While our other endowed scholarships are needed by and available to students of all backgrounds, this particular scholarship is in direct response to the health disparities for the designated groups,” FNU President Dr. Susan Stone said. “Data demonstrates that culturally concordant care improves health care outcomes, which is why we have made increasing the diversity of the health care workforce a strategic priority at FNU.” A November 2020 study published by the Kaiser Family Foundation found that, among women with a college education or higher, Black women have a pregnancy-related mortality rate that is over five times higher than that of White women. The pregnancy-related mortality rate for Black women with a completed college education or higher is 1.6 times higher than the rate for White women with less than a high school diploma.

Disparities are also prevalent elsewhere. A 2019 report by the Centers for Disease Control (CDC) found that nonHispanic Black persons were more than twice as likely as non-Hispanic or Pacific Islander persons to die of heart disease in 2017. Similarly, the U.S. Department of Health

“Diversity, equity, and inclusion have been a top priority at FNU for more than a decade,” FNU Board Chair Dr. Michael Carter said. “Not only do we know that these DEI initiatives are the right thing to do ethically, but the data clearly indicates that a well-prepared, diverse health care workforce is vital to improve medical outcomes for all people. The decision to endow this scholarship was data-driven and in direct alignment with the mission of the University.”

To establish this scholarship, FNU has designated $2.5 million to provide $100,000 in scholarships per year. This will be used to deliver ten $10,000 scholarships annually.

Additionally, the fund will grow over time from investment and ongoing fundraising targeted for scholarships.

The new scholarship joins a comprehensive list of financial support for FNU’s students. Through the generosity of its supporters and donors, FNU provided nearly $500,000 in endowed scholarships to students in 2021.

“These scholarships are particularly important because, on average, despite our comparatively low tuition rates, many of our students graduate with nearly $60,000 in student loan debt,” Dr. Stone said. “Through awareness, fundraising efforts, and scholarships, we are committed to helping alleviate that burden. We want our graduates to be able to fully focus on being essential healthcare providers in their communities. However, due to the startling health outcomes for these specific groups, we knew we needed to address the needs of these particular students.”

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Goal 3 An Interview with Director of Clinical Outreach and Placement

Stephanie Boyd, BS

In 2019, Frontier Nursing University formed the Clinical Outreach and Placement unit to support students during the clinical portion of their program. The unit aids students by providing assistance and resources for locating clinical sites. It also provides support and customer service to preceptors, answering their questions and troubleshooting challenging situations.

What has been the most challenging aspect of establishing the Clinical Outreach and Placement unit?

The biggest challenge for us was to really understand what the students needed to be successful. We thought we knew what the students needed as an institution, but obviously hearing directly from students gave us a wealth of information and helped point us in the right direction in terms of identifying needs. We went into this process from the student’s perspective. Our decision-making always came from the framework of “how does this help the student?”

What hurdles has the pandemic created?

The Clinical Outreach and Placement unit consists of the director, three clinical advisors, and a clinical services coordinator. We asked Clinical Outreach and Placement Director Stephanie Boyd to share a bit more about the purpose of the unit, its impact on students and preceptors, and what lessons have been learned in its first two years of existence.

The Clinical Outreach and Placement unit is still relatively new. What have been the key steps you have had to take to identify what this unit needs to do? How has that information guided your development and implementation of staff, policies, and procedures?

Yes, our team is still relatively new; FNU formed the team in the latter part of 2019 after a year of data gathering about clinical sites and preceptor resources. The clinical advising model was created based on a needs assessment formulated upon reviewing existing and historical data. One of the main themes identified in the qualitative data was “clinical site identification difficulties”. It was vital for us to identify the issues students perceived as barriers and develop a strategy rooted in best practice to address those barriers.

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The pandemic slowed our work down a bit in creating new partnerships with clinical sites. Luckily, our existing relationships with sites and preceptors never wavered. Our partners worked as safely as possible to keep clinical rotations moving forward. The biggest hurdle we faced was a backlog in rotations, especially at sites with a large number of students displaced from rotations for an extended period of time in 2020. Fortunately, we have moved out of the backlog in most cases. We are so grateful for the sites and preceptors supporting our students early on in the pandemic until now.

What is the biggest success or area of improvement for the Clinical Outreach and Placement unit?

If you ask our students – and we do ask – the majority will tell you talking about the clinical site identification process earlier and more often is such a benefit to them. Students now have a dedicated team of staff and faculty who work with them every step of the way. Our team can help alleviate the stress students may encounter creating their clinical plan. Thanks to a team-based approach with the faculty and clinical credentialing team, we are meeting our goal to ensure all students have their clinical plan approved and ready to implement before they attend Clinical Bound.

What steps have you taken to make the process of precepting as easy and inviting as possible for potential preceptors? What have preceptors indicated is essential to making their experience a positive one?

First, we made sure we employed a dedicated person to handle preceptor concerns and issues. Our Clinical Services Coordinator Brittany Bachman, MBA, is very familiar with the preceptor recruitment and credentialing process and came into the role ready to provide one-on-one support to preceptors. Early on, her systems improvement projects were beneficial to improving the preceptor experience related to using our systems.

Second, we surveyed many preceptors to discover how we can make the precepting experience the best it can be for them. The survey responses indicate preceptors feel very supported by FNU but would like to see improvements to our student assessment and reporting tools and receive better communication regarding our preceptor incentives.

We have a plan in place to start working toward those improvements in 2022.

How much focus have you placed on recruiting alumni to become preceptors? What has the response been?

We developed an engagement and communications plan to target our alumni as preceptors in late 2019. Of course, plans changed in 2020, and so we really just did our best to support existing preceptors as they worked under so much change and stress during that time.

We are starting to see an upwards trend in new preceptors again. Our goal is to increase alumni preceptors by three percent over 3 years. The majority of preceptors tell us they precept because they want to give back to their profession.

I think our new graduates have an entirely new perspective as they complete their clinical rotations during a pandemic. I am confident that they will want to pay it forward to the next generation of students and answer the call to precept as soon as they are eligible. We have an amazing preceptor network and I look forward to seeing alumni enter into that network.

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Goal 3 How do you support students in their efforts to find preceptors?

We work with students both individually and in small groups, providing clinical advising from the point of orientation. Our goal is to help students understand the timeline they need to follow to start their clinical experience successfully. Some students can feel overwhelmed in the process of securing their clinical site, getting the site approved, the credentialing process, and so on. Oftentimes, students think they have to do it all on their own and that is not the case. We are here to help the process a little easier for them.

What have you learned from students about how best to meet their needs?

Students have taught me and my team that the best way to help them reach their goals is to listen. My team believes in creating relationships with our students. Listening to their concerns and individual situations is a key part of that relationship. We can make assumptions about what a student needs to do to be successful. However, we never really know what is the best course for the student until we meet with

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them and understand their situation. We want to honor every student’s journey and we are always willing to listen first to help create a plan for success.

What are some success stories or helpful tips?

Our students really had to get creative in communicating with potential preceptors at the beginning of the pandemic. When students could not visit preceptors and sites in person, they turned to a variety of digital media to connect. This might mean they develop a website showcasing their academic and professional successes or create videos outlining why they would be a good fit for the preceptor. The best success stories I’ve heard come from students who stepped out of their comfort zone to secure a preceptor. Our advice to students is, don’t be afraid to get out of your comfort zone and don’t be afraid to ask for help from staff or faculty members.

What are your goals for the Clinical Outreach and Placement unit moving forward?

We are now at a place where we can confidently say our model is working for most students utilizing our services.

Our team would like to see more students use our services, so a primary goal we have this year is to serve more students by offering group Clinical Advising sessions. We piloted these in the 2021 Fall Term and had terrific feedback from the students participating.

Ultimately, our goal would be that every student who comes to FNU feels supported on their clinical site placement journey.

We surveyed our 1,297 preceptors from the past year and this is what they told us about their experience as preceptors for FNU students.

How satisfied were you with your experience serving as a Preceptor for an FNU student?

60 50.28% 40

40.18%

20 7.08% 0

1.83% Very Satisfied: 632

Satisfied: 505

Neither Satisfied nor Dissatisfied: 89

Dissatisfied: 23

0.64% Very Dissatisfied: 8

How well prepared did you feel the FNU student was when they began their clinical experience with you?

80 60 55.43% 40 36.30% 20 0

8.26% Exceeded expectations: 334

Met expectations: 510

Below expectations: 76

Do you feel supported by FNU if you have concerns or issues while precepting?

100 91.25% 75 50 25 0

8.75 % No: 110

Yes: 1147

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Goal 4 Clinical Bounds Welcome the First Students to the Versailles Campus One of the signature events in every student’s time at Frontier is Clinical Bound, so it is somewhat fitting that the first students welcomed to the Versailles campus were there for Clinical Bound in the fall of 2021. The long-awaited oncampus event had been delayed for a year by the pandemic.

Clinical Bound is a week-long skills-intensive event that prepares students to begin clinical experiences with preceptors in their home communities. Students and faculty from the nurse-midwifery, family nurse practitioner (FNP), women’s health nurse practitioner (WHNP) and psychiatric-mental health nurse practitioner (PMHNP) programs participate in Clinical Bounds. Students learn foundational skills, such as hand maneuvers for attending births, suturing techniques, and performing patient histories and physical exams that will prepare them to enter clinical sites. Students also practice conducting patient visits using clinical simulations that students perform under the observation of their instructors. These simulations allow students to experience patient interactions in a simulated environment. It is important that the simulations are realistic to help students gain confidence in their skills and clinical decision-making before working with actual patients.

A great deal of thought and planning went into creating the simulation rooms on the Versailles campus to ensure the necessary, space, equipment, and technology were in place to create a realistic environment. The Clinical Bound leaders from each of the programs came to campus in May 2021 for a meeting to finalize plans for the simulation space in the new Learning Center and Community Center in preparation for the first in-person on-campus Clinical Bound.

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“What we have done is enhance the experience for the student on campus to make it the most lifelike possible, prior to conducting a real patient encounter,” said Innovation Coach and Simulation Coordinator Tia Andrighetti, DNP, APRN, CNM, CHSE-A, CNE. “We are training people who need to be prepared for a variety of patient interactions.”

Each program’s space and simulated encounters vary, but all are carefully designed to create realistic clinical scenarios.

The PMHNP simulation room, for example, looks like a comfortable office with large cushioned chairs, pictures, and lamps. The FNP simulations are conducted in rooms that resemble a typical exam room in a clinic including an examination table and life-like mannequins and models. The nurse-midwifery program also utilizes standard exam rooms to simulate prenatal or wellwoman visits and another room looks like a typical hospital birthing room for simulated hospital births. Community birthing simulations occur in a space designed to look like a birthing center or a patient’s bedroom, complete with a queen-size bed and a birthing tub.

“The rooms are enhanced visually and supplied accordingly, so the student gets exposure to life-like encounters,” Dr. Andrighetti said. “We try to simulate as close as we can what a real encounter would be like. For instance, if a normal prenatal visit is scheduled for 15 minutes, it doesn’t do our students much service to give them an entire hour to do the visit. We do give them a little bit longer than is typical because they are brand new. We have simulations that are anywhere from 20 minutes to about 45 minutes.”

While the simulations vary for the different programs and cases, they typically involve a standardized patient played by an actor who follows a script. The only people in the simulation room are the student, the standardized patient, and the instructor. The other students in the pod or group observe the simulation virtually via teleconferencing so they can learn by watching their classmates (see story on page 28). Some simulations also incorporate mannequins.

Nurse-midwifery students, for example, will practice birth techniques with an actress trained to portray a woman in labor using a mannequin torso. This allows the student to practice birth techniques while also interacting with the patient, similar to a real birth experience. Similarly, FNP students doing a pediatric simulation may be interacting with actors portraying parents or grandparents while performing the exam on a pediatric mannequin.

“It was nice to perform hands-on tasks,” said one student after attending Clinical Bound last fall. “It helped to remind me that I do have the knowledge to do this job.”

The simulation doesn’t begin or end with the patient interaction. Each simulation begins with a pre-brief during which time the students are told what they are going to be experiencing and what their objectives are. A debriefing involving the student and instructor follows the simulations.

“The debriefing is where the learning occurs,” Andrighetti said.

“There’s a very specific process that we go through to help the students reflect on what they have just experienced and make meaning of it. We identify what things they did really well.

We also review their thought process if their decision-making went awry, causing them to arrive at a wrong conclusion.”

In addition to the simulations, students at Clinical Bound get to practice many other clinical skills and techniques. Clinical Bound faculty conduct lab sessions where students can practice a skill or maneuver until they become more proficient and confident.

“It is an entire week of active learning,” Dr. Andrighetti said. “It is extremely nervewracking for the students. There is no hiding. They go into the simulations very anxious and they leave thrilled that they have had this experience. Some of them are going to be at clinicals with a real patient the very next week. They know they are going to be in the spotlight. This is a safe place for them to make a mistake. They are extremely grateful for the practice so they can see what they know and don’t know.”

“Bringing all aspects of our prior study together to work through clinical simulations was validating and built confidence before presenting to a clinical site,” said one student.

The Clinical Bound experience will continue to be evaluated, refined, and improved, but the students hailed the first Clinical Bounds on the Versailles campus as a resounding success.

“The faculty was amazing,” one student said. “They were encouraging, empathetic, and made us feel like family.”

With the pre-brief, simulation, and debriefing, most simulations last between one and two hours.

“It blew my mind – the transition to a more clinical way of approaching the patient compared to how the RN approaches a patient,” one student said about her Bound experience last fall. “I loved the time with the instructors in smaller groups.”

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Goal 4 Putting the Finishing Touches on the Versailles Campus

A university campus is never truly “finished”. There is continual growth, new technologies, enhanced facilities, and improved services. Even as Frontier welcomed faculty, staff, students, and even the community (see vaccination site story on page 28), the process of putting the finishing touches on the Versailles campus continued.

The 217-acre campus, which was purchased on October 13, 2017, is located in a quiet wooded setting. While on campus, all university personnel will be able to take in the beautiful surroundings via a trail that was completed in the fall of 2021.

The trail is a 5-kilometer loop and features several points of interest such as creeks, ponds, meadows, bountiful trees and plants, and plentiful wildlife.

After working up a healthy appetite, campus visitors can enjoy a wonderful snack or meal in the dining hall planned and prepared by FNU’s professional chef and cooks. Breakfast, lunch, and dinner are all served at the dining hall, with snacks,

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Administration Building

beverages, and ice cream also available throughout the day.

The spacious dining hall has seating for up to 120 people.

Those traveling to campus via plane can take advantage of FNU’s free shuttle service from the airport, which is located just 10 minutes away. Once on campus, students are housed in one of three student lodges. Combined, the dorms can accommodate up to 100 people. There is additional housing for up to 18 visiting faculty and staff.

In addition to the simulation labs (see story on page 22), the education facilities include classrooms and an auditorium for events and presentations.

A historic house built in 1854 sits in the center of campus.

Now known as the President’s House, the house has been renovated and serves as housing for visiting donors and board members and may also be used for events.

Dining Hall

Before they leave campus, visitors will want to be sure to visit the FNU gift shop, stocked with a variety of Frontier apparel and other branded items.

While there is much that is “new” about the Frontier campus, many of the FNU traditions persist. Chief among those is the

bell ringing ceremony held at the end of each Bound week.

Before returning home, students circle convene at the Bell Pavilion and take turns one-by-one ringing the bell to signify the beginning of a new chapter. At the end of Frontier Bound, it signifies the beginning of their journey as a student, and at the end of Clinical Bound, it signifies the beginning of their journey in Clinical work.

The Versailles campus will never be finished. There will be more changes, new structures, new traditions, and countless memories in the years ahead, but it is complete and ready to serve the Frontier community.

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Goal 5 SimIQ Makes Simulations Available to FNU Students

Marc Weitlauf

The value of conducting simulated patient encounters in clinical education (see story on page 10) extends well beyond the individual student involved in the simulation. Students learn not only from their own simulations but also by observing their classmates’ experiences.

In the FNU Learning Center, the simulation rooms are designed to look like the actual spaces in which the practitioner-patient interactions occur to create a realistic environment for practicing patient encounters (see story on page 10). The only people in the room are the student, the faculty, and the standardized patient. Even though they are not in the room, other students are able to observe these encounters in real time thanks to a software program called SimIQ. “SimIQ, a Zoom-integrated video conferencing platform, is a third-party application with cloud-based storage of recorded simulations that helps coordinate and capture information from different simulations,” said FNU Director of IT Marc Weitlauf. “It is used in the simulations rooms and records what happens during simulations.”

Students participating in Frontier’s skills intensive Clinical Bound sessions watch each other’s simulations in realtime in nearby classrooms or remote locations via tablets or computers.

“The student’s peers observing the simulated patient interactions learn a lot from each other,” said FNU Associate Professor Tia Andrighetti, DNP, APRN, CNM, CHSE-A, CNE. Dr. Andrighetti is also the university’s Innovation Coach and

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Simulation Coordinator. “SimIQ allows us to take what is happening on campus and put it in a virtual environment to facilitate participation and learning with a broader audience.”

The recordings can be used by faculty and students when conducting debriefing sessions after the simulation. They provide the opportunity to analyze the student’s thought process and reflect on what was done well and identify areas for improvement.

“SimIQ has tremendous capabilities beyond what we are using right now during Clinical Bound sessions,” Dr. Andrighetti said. “It also allows us to deliver virtual simulations. In the future, we hope to put cameras and microphones in the room so those streamed simulations can be observed in remote locations across the country. For instance, because they can see what’s happening, we can have faculty members in their homes facilitating the simulations that are taking place on campus. SimIQ makes conducting simulations very convenient and user-friendly.”

“I think we are going to expand SimIQ’s use even further,” Weitlauf said. “We are trying to figure out the best way to keep the data updated. It is a third-party application that can sync with our email. If someone’s email changes, we need to determine the best way to keep that updated. Any changes in our active directory sync within hours after the changes are made in our system, but we are still trying to make that as seamless as possible.”

By working collaboratively, Academic Affairs, the FNU IT department, and faculty are unlocking the potential of SimIQ and its impact on the quality and effectiveness of simulations at Frontier.

New App Guides Campus Visitors Through Events

“There’s an app for your upcoming event!” This is the message that attendees at events on the Frontier campus receive in the days prior to their visit. FNU started using the app, which is CrowdCompass by Cvent, in the fall of 2021 as students visited the new Versailles campus for the first time.

To date, the app has only been used for Clinical Bounds (see story on page 22). Frontier’s new student orientation event known as Frontier Bound remained a virtual event in 2021 due to the pandemic. Ultimately, the app will be used for both Clinical and Frontier bounds, and potentially other campus events as well.

While most of the content is loaded and available prior to the start of each Bound, the app can be updated as needed.

For instance, in the event of an emergency, push notifications could be sent via the app to all those on campus during Bound.

“The app has been very well received,” Weitlauf said. “The students like it. It’s much more modern than the old handouts and they like being able to look at the schedule beforehand.”

The app is, in effect, a digital version of the printed welcome packet Bound attendees used to receive upon arrival on campus. Not only is the app easier to maintain and access than a bundle of papers, but it also helps attendees plan for their visit by being available prior to the event.

“This is a mobile version of the Who’s Who that we used to hand out at Bounds,” said FNU Director of IT Marc Weitlauf.

“It includes the schedule, campus maps, building directories, attendees, and it has answers to frequently asked questions.”

The app is available only to those on campus for a specific event. All information about the schedule of events for each upcoming Bound is sent to IT the Wednesday before the Bound begins on the following Sunday. That allows enough time to load the information into the app and push it out to attendees before they arrive on campus.

“If you sign up for the app, you get that the weekend before your Bound starts on Monday,” Weitlauf said. “You can see who is going to be there and you can look at some information about the campus itself – how do you get there, what the security pieces are, general information about the university itself. You can see who is leading your talks and where you are going to be. You get a chance to see what your agenda is going to be before you actually get there.”

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Goal 5 The Technology Behind Clinical Simulations

An essential component of every student’s path at Frontier is Clinical Bound (see story on page 22). During Clinical Bound, students test what they have learned through clinical simulations before they begin seeing real patients during the clinical phase of their program.

At Clinical Bound, students evaluate standardized patients who follow basic scripts describing their condition or symptoms. The interaction is observed by the instructor, and it is also recorded for later review and evaluation. Modeled after actual examination rooms, the simulation rooms do not have enough space for all the students attending Clinical Bound, but the other students are able to learn from each other by observing on their mobile devices.

The process to create these clinical simulations on the Versailles campus involved collaboration between faculty and the university’s IT department, which was instrumental in making sure the technological needs of the simulations were being met.

“We interviewed the different departments to find out how many students were going to be in each room and what applications would be used,” said FNU Director of IT Marc Weitlauf. “This helped us determine bandwidth, whether or not televisions were needed, and adjust WiFi settings. We thought we had it right, but until you have enough people in there to actually verify that, you never know for sure. In the first Bound or two in the Fall of 2021, we struggled with connectivity because we needed some of the WiFi access points to be a little bit better. The WiFi access points were crossing each other and it was confusing the machines and causing them to lose connectivity because they didn’t know which WiFi access points to talk to.”

Through a bit of trial and error, it was determined that the best solution was to put a dedicated Microsoft Surface Pro tablet connected to the network in each of the simulation rooms. This allows the faculty and students more flexibility in changing the setup of the room for proper recording and 28

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broadcasting. The tablet is on a movable mount so it can be positioned as needed.

“This has resolved quite a few of the connectivity issues that arose from students having their own laptops in these rooms,” Weitlauf said. “With the tablet being a standard device on our network, we can control what is on that machine and how it works. If there are problems, we can troubleshoot them much better than we can on someone’s personal device. This way we have a much more standardized and consistent experience in every exam room.”

Weitlauf and his team continue to work with faculty to make technical adjustments as needed to improve the consistency and efficiency of the Clinical Bound experience. For example, they determined a stronger WiFi monitor was needed to identify the source of trouble spots when users report connectivity issues.

“As the Bounds have gone on, we’ve gotten better and better,” Weitlauf said.

Goal 6 The Launch of the Frontier Nursing University All-Access Podcast

the university’s unique and innovative distance-learning model. Dr. Stone went on to provide information about the current state of FNU and the plans for the future of the university.

On October 25, 2021, FNU launched the Frontier Nursing University AllAccess Podcast. The first episode, “Get to Know FNU and President Dr. Susan Stone” was soon followed by six additional episodes, all recorded in the fall of 2021.

“With our long history, new campus, and the amazing achievements of our faculty, alumni, students, and staff, we knew that we had many stories to tell,” said FNU Director of Marketing and Communications Brittney Kinison.

“More importantly, we knew they were stories people would want to hear, and podcasts have become a very popular way to share those stories.”

The first episode featured a conversation with Dr. Stone, who explained how she came to Frontier in 1991, earned a Post-Master’s Certificate in Nurse-Midwifery, and went on to become the university’s president, a position she has held since 2001. She also discussed the history and growth of FNU and described

Subsequent episodes of the podcast have included conversations with faculty members and staff covering a wide range of topics related to the university and the worlds of nursemidwifery and nursing at large.

All-Access Podcast EPISODE 1: Get to know FNU President Dr. Susan Stone EPISODE 2: What the Heck is an RCF? EPISODE 3: What is the PMHNP and Why is it Important?

EPISODE 4: The Courier Program EPISODE 5: Why the DNP Degree?

EPISODE 6: What’s So Special About Birth Centers?

EPISODE 7: Why Advocacy Matters in Nursing and How to Be an Advocate

“One of the great things about this podcast is that it allows us to showcase the amazing people who are part of this university,” Kinison said. “Our faculty and leadership are so knowledgeable and so passionate about what we do, and that really comes through in these casual conversations that are as entertaining as they are informative.”

Episodes of the FNU All-Access Podcast range between 30 and 45 minutes and are available via FNU’s website, blog, and social media, as well as a variety of podcast distributors, including Apple, Amazon, Google, and Spotify.

Ensuring the Financial Position of the University Ensuring that the university’s financial strength and growth are sufficient to meet the needs of the university is an essential Michael Steinmetz task under any circumstances. It requires a commitment to managing the present needs while planning for the future and all its unknowns. In purchasing the Versailles Campus of FNU, it was understood that, in addition to the purchase price, there would be substantial additional costs to renovate, construct, furnish, and supply 2021 PRESIDENT’S REPORT

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Goal 6 the campus. The complexity of all those moving pieces was further exacerbated by the pandemic and its toll on local, national, and global economies and supply chains as well as the operating plans of FNU. Through it all, FNU has maintained a solid financial footing and remains on course to meet the needs of the university.

“The financial health and stability of the University remain strong,” said FNU Executive Vice President for Finance and Facilities Michael Steinmetz, CPA, CMA, CSCA. “During 2021 our net asset position increased by 17% as we maintained a perfect Department of Education Composite Ratio score along with above-target results in other operating and liquidity measures.”

Raising the Profile of the University Frontier Nursing University’s reputation as a leader in preparing graduate nursing and midwifery students continues to grow year after year. Being the recipient of awards and other accolades is not the end goal of the university’s initiatives, but these recognitions demonstrate the success, value, and importance of the work being done at FNU. As demonstrated in the following pages, Frontier was once again making headlines across the country in 2021.

FNU Receives INSIGHT Into Diversity 2021 Health Professions Higher Education Excellence in Diversity (HEED) Award for Fourth Consecutive Year

FNU’s secure financial position enabled the university to limit the number of funds it had to borrow to purchase and renovate the Versailles property.

“The renovations on our new campus in Versailles were completed which allowed us to finalize the $15 million bank loan,” Steinmetz said. “The loan financed less than half of the cost of the new campus and carries a favorable interest rate.”

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Frontier Nursing University received the 2021 Health Professions Higher Education Excellence in Diversity (HEED) Award from INSIGHT Into Diversity magazine, the oldest and largest diversity-focused publication in higher education. As a recipient of the annual Health Professions HEED Award — a national honor recognizing U.S. health colleges and universities that demonstrate an

outstanding commitment to diversity and inclusion — FNU was featured, along with 50 other recipients, in the December 2021 issue of INSIGHT Into Diversity magazine. This marked the fourth consecutive year FNU has been named as a Health Professions HEED Award recipient.

“We are incredibly honored to be selected for the prestigious HEED Award for the fourth year in a row,” said FNU President Dr. Susan Stone. “We recognized the need for more diversity in our nation’s healthcare system over a decade ago. Culturally concordant care improves health outcomes, which is in direct alignment with our mission to provide accessible nurse-midwifery and nurse practitioner education to prepare competent, entrepreneurial, ethical, and compassionate leaders in primary care to serve all individuals with an emphasis on women and families in diverse, rural, and underserved populations. While we know that we have much work to do, this award recognizes our progress and reaffirms our commitment to being a leader for change and to continue towards our goal of becoming an antiracist university.”

“The Health Professions HEED Award process consists of a comprehensive and rigorous application that includes questions relating to the recruitment and retention of students and employees — and best practices for both — continued leadership support for diversity, and other aspects of campus diversity and inclusion,” said Lenore Pearlstein, publisher of INSIGHT Into Diversity magazine. “We

take a detailed approach to reviewing each application in deciding who will be named a Health Professions HEED Award recipient. Our standards are high, and we look for schools where diversity and inclusion are woven into the work being done every day across their campus.”

AACN President and Chief Executive Officer. “With a focus on adapting systems and changing culture, these programs serve as exemplars for other nursing schools moving to create academic environments that welcome and respect students, faculty, and staff of color.”

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

Following a competitive process that was open to all 840 AACN member institutions, the winning schools were cited for their success in recruiting diverse students and faculty to their programs as well as creating inclusive and equitable learning environments.

FNU received the Private Colleges and Universities Award. In the award announcement, AACN stated that “FNU is at the forefront as a leading activist for diversity in the nursing and midwifery professions. FNU has made diversity and inclusion a primary focus of the university’s mission and a measurable element of its progress.”

Frontier Nursing University was announced as one of three recipients of the Diversity, Inclusion, and Sustainability in Nursing Education Leadership Awards presented annually by the American Association of Colleges of Nursing (AACN). The winning institutions were recognized for their strong commitment to diversity, inclusion, health equity, cultural humility, and community outreach.

“I applaud the 2021 award winners for being intentional about making diversity, equity, and inclusion a cornerstone of their programs’ success,” said Dr. Deborah Trautman,

“This is a tremendous honor for Frontier,” said FNU President Dr. Susan Stone, CNM, DNSc, FAAN, FACNM. “While we are incredibly proud of the progress we have made to increase diversity, equity, and inclusion across all levels of our university, we recognize that we have much work still to do.

We are fully committed to being an antiracist university and are grateful to be acknowledged as an example for others to follow.”

FNU Recognized By Diverse Organizational Impact and Transformation (DOIT) Certification Program

In July 2021, FNU was one of five universities recognized by Diverse Organizational Impact and Transformation (DOIT) for their progress in “Cultivating Diverse, Equitable and Inclusive Institutional Climates With Intentionality.”

A partnership between Diverse: Issues In Higher Education and Coop Di Leu, DOIT is a certification program that certifies an institution’s progress on diversity and inclusion — specifically related to how diversity professionals are attracted, onboarded, retained, and promoted. DOIT ultimately seeks to recognize institutional efforts by learning what institutions are doing or not doing to transform everyday experiences for their students, faculty, and staff. As a part of the DOIT certification process, a series of surveys are designed to reveal levels of intentionality by institutions in four areas. These areas are collectively referred to as Institutional Pillars for Transformation (IPTs).

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Goal 6 Raising the Profile of the University According to DOIT’s criteria, Pillar III involves “the intentional creation, publicity, and enforcement of events, messages, symbols, and values that impact the degree to which all students, faculty, and staff experience a welcoming environment.” FNU was recognized as one of only two universities that received an “A” in Pillar III grading.

Frontier Nursing University Awarded HRSA Grants Totaling $4,140,000

In June 2021, the Health Resources and Services Administration (HRSA) has awarded Frontier Nursing University (FNU) two grants totaling $4,140,000. The HRSA Behavioral Health Workforce Education and Training grant totals $1,920,000 and the Nursing Workforce Diversity grant totals $2,220,000. HRSA, which is an agency of the U.S. Department of Health and Human Services, will award the funding for both grants in annual installments over four years.

“We are so thrilled and thankful to have been awarded these grants by the Health Resources and Services Administration,” said FNU President Dr. Susan Stone, CNM, DNSc, FAAN, FACNM. “These funds will enable us to

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“These funds will enable us to expand on the important work we are already doing to address two glaring needs in our nation’s healthcare system: a shortage of psychiatric-mental health nurse providers and a lack of diversity among healthcare providers.”

-- Dr. Susan Stone

The goal of the project is to increase the number of psychiatric- mental health nurse practitioners who are diverse in race, ethnicity, and other underrepresented populations serving in rural and medically underserved communities through collaboration with clinical Experiential Training Site partners. The grant project will support curriculum development related to child/adolescent care, interprofessional team-based trauma-informed care, and additional telehealth simulations.

Importantly, this grant will provide $290,000 annually in scholarships for Psychiatric-Mental Health Nurse Practitioner students.

expand on the important work we are already doing to address two glaring needs in our nation’s healthcare system: a shortage of psychiatric-mental health nurse providers and a lack of diversity among healthcare providers. We have been dedicated and intentional in our efforts to prepare our students to fill these needs, and the HRSA grants are verification of our leadership in these areas of focus and of our potential to make substantially more progress in the years ahead.”

The Nursing Workforce Diversity (NWD) grant is led by FNU Chief Diversity and Inclusion Officer Paula Alexander-Delpech, Ph.D., PMHNP-BC, APRN. The project period extends from July 1, 2021, to June 30, 2025, with the award for the first year totaling $555,000.

The overarching goal of the NWD program is to increase the number and diversity of certified nurse-midwives across the United States who serve in rural and underserved areas in an effort to prevent and reduce maternal mortality. Central to this is the need to increase nurse-midwifery education and training opportunities for students from disadvantaged backgrounds and see them through to success. The grant provides $166,500 annually for scholarships for nurse-midwifery students of color.

FNU’s objectives of the project are to

The Behavioral Health Workforce Education and Training (BHWET) grant project is led by Dr. Jess Calohan, DNP, PMHNP-BC, Chair of FNU’s Psychiatric Mental Health Nurse Practitioner Department. The project period extends from July 1, 2021, to June 30, 2025, with the award for the first year totaling $480,000.

increase its percentage of students of color (SOC) enrolled in the certified nurse-midwifery program to 30% by 2025, to retain at least 85% of nursemidwifery SOC, and to graduate a total of 75 nurse-midwifery SOC every year during the grant period (2021-2025). Additionally, FNU aims to increase the percentage of its faculty of color to 20% by 2025 and to retain at least 85% of faculty of color during the grant period.

“Research has shown that healthcare outcomes improve when culturally concordant care is provided,” Dr. Stone said. “These grant projects align with our own strategic plan goals to increase the diversity of our student body, our faculty, and our staff, with the understanding that doing so will improve the health care system in the U.S.”

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

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

Each year, USDLA recognizes innovators and leaders within the distance/digital learning industry as part of its International Award program. These highly coveted awards are presented annually to organizations and individuals who compete across several categories of excellence.

The USDLA International Distance Learning Awards are created to acknowledge major accomplishments in distance learning and to highlight those distance learning instructors, programs, and professionals who have achieved and demonstrated extraordinary achievements through the use of online, videoconferencing, and satellite/ video delivery technologies globally.

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

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

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

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Goal 6 Raising the Profile of the University Frontier Nursing University Named A “2021 Great College to Work For”

Frontier won honors in 10 categories: • Job Satisfaction & Support • Compensation & Benefits

to faculty, administrators, and professional support staff. The primary factor in deciding whether an institution received recognition was the employee feedback.

• Professional Development • Mission & Pride • Supervisor/Department Chair Effectiveness

Frontier Nursing University Named Gold “COVID Stops Here” Workplace

• Confidence in Senior Leadership • Faculty & Staff Well-being • Shared Governance • Faculty Experience • Diversity, Inclusion & Belonging

FNU is one of the best colleges in the nation to work for, according to a new survey by the Great Colleges to Work For® program, one of the largest and most respected workplace-recognition programs in the country.

The results, released on September 13, 2021, in a special insert of The Chronicle of Higher Education, are based on a survey of 196 colleges and universities.

In all, 70 of the 196 institutions achieved “Great College to Work For” recognition for specific best practices and policies. Results are reported for small, medium, and large institutions, with FNU and its enrollment of 2,500 students included among the small universities (500 to 2,999 students).

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Frontier, which has over 250 employees, was also named to the Great Colleges Honor Roll, a status granted to only 42 colleges each year who are highlighted most across the recognition categories.

“We are incredibly honored to be recognized as a Great College to Work For and to be named to the Great Colleges Honor Roll,” said FNU President Dr. Susan Stone. “This is a reflection of our commitment to value the needs and contributions of every individual at Frontier. It is a great place to work because we have outstanding people who are fully committed to our students and our mission.”

The survey results are based on a two-part assessment process: an institution questionnaire that captured employment data and workplace policies from each institution, and a survey administered

In October 2021, Frontier Nursing University was recognized as a Gold COVID Stops Here workplace for achieving over a 90% vaccination rate.

The COVID Stops Here campaign recognizes Kentucky workplaces that have achieved widespread vaccination against COVID-19. Organizations that have achieved at least a 70% vaccination rate are eligible to receive a designation.

“I am very pleased to report that, as of October 2021, 92% of our 88 Kentucky-based employees have been vaccinated against COVID,” FNU President Dr. Susan Stone said. “We are very proud of the leadership that

our faculty, staff, students, and alumni have displayed in their communities all across the country during the pandemic. Locally, we were honored to partner with the Woodford County Health Department and serve as a vaccination site last spring. We hope that our example inspires others in the community to get vaccinated as well.”

Dr. Jess Calohan Selected as American Academy of Nursing Fellow

Dr. Calohan’s professional activities include memberships in the American Association for Men in Nursing, the American Psychiatric Nurses Association, and the American Association of Nurse Practitioners. He is also a member of the editorial board of the Journal of American Psychiatric Nurses Association.

The Kentucky Chamber of Commerce developed the COVID Stops Here campaign as a way to celebrate workplaces that are leading the fight to stop COVID-19 — and to encourage more organizations to join their ranks.

“The COVID-19 vaccine is Kentucky’s pathway to recovery. Frontier Nursing University is helping set the bar for vaccination in Kentucky by achieving Gold COVID Stops Here status — meaning at least 90% of their employees are now vaccinated against COVID-19. This is a great achievement and we thank them for helping our state stop this dangerous virus,” said Kentucky Chamber President and CEO Ashli Watts. “Employers are playing a very important role as we work to encourage vaccination in Kentucky. In order to finally put this virus behind us, we need Kentuckians to get vaccinated as soon as possible.”

University of the Health Sciences in Bethesda, Md., from 2013-2017. His distinguished military record includes a long list of awards, including a Bronze Star, the Defense Meritorious Service Medal, two Meritorious Service Medals, and eight Army Commendation Medals.

The American Academy of Nursing (Academy) inducted Frontier Nursing University Department Chair of Psychiatric-Mental Health Jess Calohan, DNP, PMHNP-BC, into the 2021 Class of Fellows. Dr. Calohan is one of 225 distinguished nursing leaders selected by the Academy who were formally inducted into the 2021 Class of Fellows during the Academy’s annual Health Policy Conference in October.

A retired Lieutenant Colonel in the United States Army, Calohan served the military in a variety of medical positions for 20 years. Before coming to Frontier in 2017, he was the Program Chair and Assistant Professor of the PMHNP program in the Graduate School of Nursing at Uniformed Services

“We are very pleased to have Dr. Calohan, who chairs the Department of Psychiatric-Mental Health Nursing, at Frontier,” said Dean of Nursing, Dr. Joan Slager, CNM, DNP, FACNM, FAAN. “The program continues to develop innovative teaching strategies and expand the enrollment guided by his exemplary leadership.”

“I am incredibly honored to be selected for induction as a Fellow into the American Academy of Nursing,” Dr. Calohan said. “The Academy is an important and influential leader in the promotion of nursing leadership and advancement, and I am delighted to be part of such a distinguished organization.”

The Academy serves the public by advancing health policy and practice through the generation, synthesis, and dissemination of nursing knowledge.

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Goal 6 Academy Fellows are inducted into the organization for their extraordinary contributions to improve health locally and globally. With more than 2,800 Fellows, the Academy represents nursing’s most accomplished leaders in policy, research, administration, practice, and academia.

“I am incredibly honored to be selected for induction as a Fellow into the American Academy of Nursing. The Academy is an important and influential leader in the promotion of nursing leadership and advancement, and I am delighted to be part of such a distinguished organization.”

-- Dr. Jess Calohan “I am thrilled to welcome another exceptional class of Fellows to the American Academy of Nursing during a momentous time of change and progress in our collective efforts to fulfill the organization’s vision of healthy lives for all people,” said Academy President Eileen Sullivan-Marx, Ph.D., RN, FAAN. “The Academy aims to improve health and achieve health equity through nursing leadership,

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innovation, and science. The Academy’s Fellows embody our values of equity, diversity and inclusivity, inquiry, integrity, and courage, which enable us to achieve new heights of impact that advance health policy across the globe. Congratulations to this dynamic cohort of leaders who bring diverse experience and expertise to the Fellowship.”

Through a competitive, rigorous application process, the Academy’s Fellow Selection Committee, which is composed of current Fellows, reviewed hundreds of applications to select the 2021 Fellows based on their contributions to advance the public’s health. Induction into the Academy is a significant milestone in a nurse leader’s career, in which their accomplishments are honored by their colleagues within and outside the profession.

FNU Board Member Dr. Maria Small Receives Prestigious Award FNU Board of Directors member Maria Small, MD, MPH, was selected as a recipient of the 2021 Leonard Tow Humanism in Medicine Award.

Winners of this award demonstrate compassion in the delivery of care, respect for patients, their families, and healthcare colleagues, as well as clinical excellence.

As a Maternal-Fetal Medicine specialist, Dr. Small is extensively involved in championing education and delivery of care to at-risk populations in the Durham community and beyond. She serves as Medical Director for the Durham County Health Department’s Division of Women’s Health Services.

She dedicates her time to collaborative efforts with the Durham Academy of Medicine, Dentistry and Pharmacy (DAMDP), the Old North State Medical Society (ONSS), and local and state organizations associated with the National Medical Association (NMA) – the oldest and largest Black physician organization in the U.S.

Events, Honors, Awards Commencement 2021 Celebrates the Graduation of Over 900 Students Frontier Nursing University celebrated the graduation of over 900 students during the 2021 commencement ceremony held on Saturday, September 25. Dr. LaTonya J. Trotter, Associate Professor of Bioethics and Humanities at the University of Washington, gave a poignant keynote address, encouraging the Dr. LaTonya J. Trotter attendees to continue the good work in their communities and chosen professions. A medical sociologist, ethnographer, and author, Dr. Trotter is the author of “More than Medicine: Nurse Practitioners and the

Problems they Solve for Patients, Health Care Organizations, and the State.” The book, which was published in 2020, chronicles a group of nurse practitioners and the care they provide for four hundred Black older adults living with poor health and limited means.

Dr. Trotter was awarded a Bachelor of Arts from Williams College, majoring in Sociology and American Studies. She earned a Master of Public Health degree from the University of Washington, and a Doctor of Philosophy in Sociology from Princeton University. Prior to her position at the University of Washington, Dr. Trotter was an Assistant Professor of Sociology at Vanderbilt University.

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Events, Honors, Awards

FNU President Dr. Susan Stone also addressed the attendees with words of congratulations and encouragement during her opening address:

“Good afternoon everyone, and welcome to the 2021 Frontier Nursing University Commencement Ceremony. Welcome to our distinguished guest speakers, faculty colleagues, family members, friends, and, of course, our 2021 graduating class. We are so proud of you and your dedication to completing your degree at FNU. We regret that we were not able to hold this year’s commencement in person, but we’re so happy that you were able to attend and enjoy the virtual ceremony. What you have achieved is an amazing accomplishment deserving of recognition and celebration, and we hope that you are able to share the special moment with your family, friends, and classmates.

“The past two years have been incredibly difficult for so many people. I am very proud of the determination and desire you displayed in earning your degree and urge you to take a moment to reflect on all that you have accomplished, the hurdles you have overcome, the sacrifices you have made, and take great pride in it.

I also want to express appreciation too, for your friends and family who

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have supported you on this journey. It takes a team effort, and we extend our gratitude to your supporters as well.

“You have come so far, but I don’t have to remind you that your journey is not over. In many ways, it is just beginning.

As you are well aware, our country and our world are facing not only a

You have all the tools, all the training, and certainly the demonstrated drive and intellect to make a significant difference and contribution to your community. That is what Frontier Nursing University expects from all members of the FNU community. We make a difference by answering the call to serve.

“Much like your life-long commitment to serve your community, FNU makes a life-long commitment to serve you. You are now and forever part of the FNU community. We will always be here to support you in any way we can.

We love to hear from you and to share your stories of the great work you are doing in your community.

Please remain in touch and never hesitate to contact us. We will answer your call.

pandemic, but also a host of other healthcare concerns including drastic healthcare shortages, healthcare disparities, the maternal mortality crisis, and psychiatric-mental health concerns. No one person has the answer to these problems, but rest assured, you are part of the solution.

“Again, congratulations on your wonderful achievements -- past, present, and future. I know you will do great things in service to others. Thank you for representing Frontier Nursing University and continuing to make us proud.”

Annual Leadership Awards Presented During Commencement

Excellence in Teaching Awards Presented During Commencement

One of the annual traditions of FNU commencement is the honoring of students who provided exceptional leadership to their peers. Here are the 2021 FNU Leadership Awards winners:

Each year in conjunction with commencement, the Student Council leads the student body in selecting faculty members to receive two Excellence in Teaching awards in the following categories: • Academic Faculty Award

Nurse-Midwifery Student Leadership Award: Cheryl Appleton, MSN, CNM, WHNP

Family Nurse Practitioner Student Leadership Award: Vanessa Shields-Haas, MSN, APRN, FNP-BC

Psychiatric-Mental Health Nurse Practitioner Student Leadership Award: Jaime Henson, MSN, CRNP, FNP-C, PMHNP-BC

• Regional Clinical Faculty Award These awards are given annually to faculty members who inspired and impacted their students. For 2021, the students chose to honor two FNU faculty members who passed away earlier in the year.

Academic Faculty Excellence in Teaching Award: Dr. Ruth Elsasser

Regional Clinical Faculty (RCF) Excellence in Teaching Award: Dr. Jan Weingrad Smith

Doctor of Nursing Practice Student Leadership Award: Dr. Karen Tepper, DNP, ANP-BC, HHCNS-BC

Doctor of Nursing Practice Exemplary Project Award: Dr. Francis Aho, DNP, CNM

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Events, Honors, Awards 11th Annual Diversity Impact Conference Draws Over 100 Attendees Kirsten Ivey-Colson and Lynn Turner, co-founders of The AntiRacist Table: “A Path to Healing: Cultivating AntiRacism as a Daily Practice” In addition to the daily speakers, Thursday featured a social justice activity in which participants were asked to define social justice and social injustice. Further, they were encouraged to share their reactions to the social injustices that occurred in America over the last year. One participant wrote: “I feel a renewed interest in centering social justice in my professional and personal life.” Another said, “This work is not optional; it is essential.”

The 11th annual Diversity Impact Conference 2021 was held as a virtual event, June 24-26. The theme of the year’s event was “Dismantling Systemic Racism and Discrimination in Healthcare: Our Roles and Responsibilities.” The overarching goal of the three-day conference was to explore the history and role of healthcare systems as a vehicle for promoting racism, sexism, and other forms of oppression.

A total of 112 attended the free, three-day conference, which was highlighted by a series of outstanding speakers.

The conference opened with FNU President Dr. Susan Stone presenting “Decolonizing the Nursing Profession.” Dr. Menah Pratt-Clarke, JD, Ph.D., presented the keynote address on “Social Justice through Extraordinary Compassion.” Dr. Pratt- Clarke is the Vice President for Strategic Affairs and Diversity, and Professor of Education at Virginia Polytechnic Institute and State University.

The other featured speakers were: Sarika Bhakta, CDE, President of Nikeya Diversity Consulting: “Effective Cultural Communications – Beyond Words” Dr. Judy Myers, Ph.D., MSN, RN, Kentucky Foundation for Health advisory board member and FNU Trustee: “The History of Eugenics”

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Friday included a roles activity in which participants were asked: 1. What role(s) do I feel comfortable playing related to social justice in healthcare?

2. Where can I take bolder risks related to social justice in healthcare, especially if I hold different forms of privilege? What support systems do I need to be able to take those risks?

The messages and content delivered by the featured speakers and activities aligned with the overall conference objectives to: • Identify ways to show compassion using diversity, equity, and inclusion.

• Describe behavior changes essential to encouraging unity and improving the health outcomes of underserved and rural communities.

• Identify strategies to dismantle racism, sexism, heteronormativity, and classism in health care.

• Facilitate student confidence in their ability to find their place in the changing world.

FNU Donates Wendover Bed & Breakfast and Retreat Center to Leslie County (Ky.) Betterment, Inc. Nursing Service. The centerpiece is the “Big House,” which was built in 1925 and is a National Historic Landmark.

As Frontier Nursing University prepared to welcome its first group of students to its new campus in Versailles, Kentucky, in 2021, the university faced the difficult decisions to part not only with its historic campus in Hyden, Kentucky, but also with the Wendover Bed & Breakfast and Retreat Center. The property was the home of Mary Breckinridge and the Frontier

The Hyden campus, including all land and buildings, was donated to Leslie County in September 2020. The university then turned its attention to the Wendover property. The decision to donate the Wendover property to Leslie County Betterment, Inc. was made by the FNU Board of Directors at its meeting on April 29, 2021. Intended for the benefit of the people of Leslie County, the gift included all the property and buildings that make up the Wendover Bed & Breakfast and Retreat Center. The total value of the donation was estimated at just under two million dollars. The transfer of the property was completed on June 30, 2021.

“While we are sad to say goodbye to such a significant part of our history, we are extremely happy that the residents of Leslie County will be able to continue to enjoy the beauty of Wendover,” FNU President Dr. Susan Stone said. “We are thankful for the wonderful home that Wendover provided us for so many years and for the memories we will carry with us always. We know that many more fond memories will be created there and that Leslie County Betterment will put the property to continued good use for the benefit of the county and its residents.”

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Events, Honors, Awards 2021 Annual Service Award Recipients Every fall, Frontier Nursing University presents its annual awards for service.

Distinguished Service to Society

Distinguished Service to Alma Mater

The Distinguished Service to Society Award recognizes a graduate who goes above and beyond to provide exceptional service in their communities.

The Distinguished Service to Alma Mater Award honors a graduate who has supported Frontier through volunteer efforts and/or donor support. The following alumni, volunteers, and supporters were selected as the 2021 honorees.

2021 Midwifery Service to Alma Mater: Susan Nilsen, Ph.D., CNM

2021 Midwifery Service to Alma Mater: Elsie Maier Wilson, CNM, ARNP, BC, MSN

2021 NP Service to Society: Rhoda Ojwang, DNP, APRN, FNP-C

2021 Midwifery Service to Alma Mater: Susan Nilsen, Ph.D., CNM

2021 NP Service to Alma Mater: Cathy Cook MSN, CNM, CNM Class 17 and DNP, Class 34

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Courier Program Unbridled Spirit Award

Lifetime Service Award

The Courier Program Unbridled Spirit Award is given annually to a former Courier who has carried the torch of Mary Breckinridge beyond the mountains, perpetuating the mission and spirit of Frontier in their own lives. The criteria for this award include a dedication to serving others; ongoing, longstanding stewardship of Frontier; and demonstration of personal conviction, courage, and a zest for adventure.

The Lifetime Service Award recognizes an individual or organization providing longstanding support and commitment to the mission and work of Frontier Nursing Service and Frontier Nursing University.

2021 Lifetime Service Award: Peter Coffin, founder, and president at Breckinridge Capital Advisors

2021 Courier Program Unbridled Spirit Award: Nancy Reinhart, MPH, CNM

Frontier Nursing University Serves as COVID-19 Vaccination Site Frontier Nursing University and the Woodford County (Ky.) Health Department partnered to offer COVID-19 vaccinations on FNU’s campus in Versailles.

“We appreciate Frontier’s help,” said Barrett Schoeck, Environmental Health Director at the Woodford County Health Department. “The facilities are wonderful.”

The vaccine distribution was held in the auditorium inside FNU’s Community Center. At the time of the vaccine clinics, the campus had seen little use

since the beginning of the pandemic. Oncampus student sessions and events had been held virtually and the majority of the staff continued to work from home.

“We are very happy that we are able to put our beautiful campus to great use through this collaboration with the Woodford County Health Department,” FNU President Dr. Susan Stone said. “We appreciate the important work the Health Department does for the community and are honored to assist in the distribution of the COVID-19 vaccine.”

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2022 Strategic Plan 2022 egictarS Plan oalsG Goal 1: Continue to develop, evaluate, and improve programs and services that further our mission.

Objectives ·

Develop and Implement a plan to attract, enroll, and manage CDNP students greater than one year post-MSN completion.

·

Reaccreditation of the DNP Program Winter 2022.

·

Evaluate the feasibility of expanding current programs.

·

Explore the development of a primary care clinic/faculty practice.

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Goal 2: Create an environment that promotes diversity, equity, and inclusion, and promotes the success of all community members.

Goal 3: Build strategic relationships and partnerships with clinical sites and preceptors, focusing on rural areas.

Objectives

Objectives

·

Increase the percentage of students, faculty, staff, (preceptors), Board of Directors, and administrators from racially and other underrepresented groups and rural communities.

·

Identify data-driven incentives to increase the number of Alumni who become preceptors.

·

Investigate opportunities to partner with health systems to expand FNU’s clinical site network.

·

Integrate Diversity, Equity, and Inclusion as core values throughout the community

·

Create a positive environment for preceptors.

·

Ensure a curriculum that includes diversity, equity, and inclusion

·

Implement strategies to retain at least 85% of enrolled students

·

Increase faculty and staff satisfaction and retention with a focus on underrepresented groups.

Goal 4: Continuously improve and maintain facilities to meet the needs of students, faculty, and staff.

Goal 5: Use technology to ensure improvement and attainment of service excellence to the community.

Goal 6: Ensure the financial strength and growth is sufficient to meet the needs of the university.

Objectives

Objectives

Objectives

·

·

Student Information System implementation.

Advancement

·

Assess technology and network needs for clinical lab and other settings on the new campus.

·

·

Complete the reconstruction and furnishings/decor of the Versailles Campus by December 31, 2022.

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Appropriately utilize Campus for student events.

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Evaluate cost-effectiveness and satisfaction with campus operations and facility support services and make revisions as needed.

·

Create a facilities master plan for the Versailles campus which includes future development, capacity planning, security, and maintenance.

·

Develop a sustainability plan for the Versailles Campus.

·

Review all procedures and systems for fundraising to ensure compliance and adherence to best practices

Expand the awareness and usage of our current software portfolio across the FNU community.

·

Meet fundraising goals for each giving category to provide adequate support to the institution.

Security enhancement.

·

Position the Courier Program as a leader in collegiate summer internship programs.

·

Establish FNU as the leader in advanced practice nursing education and midwifery education nationally.

·

Increase the public knowledge and understanding of the definition and scope of practice of the CNM/CM.

·

Create a plan for the 100th Anniversary Celebration of Frontier

Finance ·

Evaluate the feasibility of revenue streams which align with the FNU mission.

·

Establish a periodic vendor review process to ensure optimal operating efficiencies.

·

Ensure the budget for the fiscal year ending 4/30/2023 meets targets for operating income of 6% for the university 2021 PRESIDENT’S REPORT

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2050 Lexington Road Versailles, KY 40383

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