Jennifer L Nahum


Jennifer Nahum headshot

Jennifer L Nahum


Clinical Assistant Professor

1 212 998 9016

433 FIrst Ave
New York, NY 10012
United States

Jennifer L Nahum's additional information

Jennifer Nahum, DNP, CPNP-AC, PNP-BC, RN, is a compassionate and accomplished nursing faculty member specializing in pediatric care. As a Clinical Assistant Professor of Nursing, she is deeply committed to guiding and empowering the next generation of nurses, instilling in them the core values of patient-centered care and inclusivity.

With over a decade of invaluable experience, Dr. Nahum has dedicated her career to working in pediatric emergency rooms, where she has honed her expertise in managing various primary and acute care illnesses in children. Her hands-on experience serves as a valuable foundation for her teaching, enabling her students to understand the intricacies of pediatric nursing.

As a passionate advocate for inclusive healthcare practices, Dr. Nahum firmly believes in the importance of delivering equitable care for all patients, including those with disabilities. Her research and quality improvement initiatives are centered around empowering nursing professionals with the knowledge and skills to provide personalized and accessible care to children of diverse abilities.

As a Clinical Assistant Professor of Nursing, Dr. Nahum takes immense pride in mentoring aspiring nurses and cultivating their passion for pediatric care. Her engaging teaching style, combined with real-world experiences, creates an enriching learning environment that empowers students to become empathetic, skilled, and culturally sensitive nursing professionals.

Beyond her academic responsibilities, Dr. Nahum remains actively engaged with professional nursing organizations. She collaborates with like-minded experts to promote evidence-based practices and advocates for policy changes that advance pediatric care and foster inclusivity within the healthcare system.

Outside the university, Dr. Nahum is deeply committed to community engagement. She actively participates in local initiatives and support groups that aim to improve the lives of children with disabilities and their families, bridging the gap between academia and the community.  Through her mentorship and leadership, she inspires the future generation of nurses to embrace diversity, compassion, and competence as they embark on their own journeys of healing and caregiving.

DNP - NYU Meyers
MSN - University of Pennsylvania
BSN - University of Pennsylvania

Acute care
Emergency medicine
Underserved populations

National Association of Pediatric Nurse Practitioners
Sigma Theta Tau

Faculty Honors Awards

Valedictorian, NYU (2016)
Distinguished Student, NYU (2016)
Dean's List, NYU (2015)
Citation, Philadelphia City Council (2009)
Mayoral Proclamation (2009)
Claire Fagan Award (2007)


Inclusion of Disability Content in Simulation: An Evaluation of the Learners' Perspective on the Effectiveness of a Pediatric Tabletop Simulation

Ozkara San, E., Marx, K. A., Robertiello, G., Latimer, B., Nahum, J. L., & Pasklinsky, N. (2023). Nurse Educator, 48(1), 24-28. 10.1097/NNE.0000000000001291
Background: Despite recommendations to include disability content in nursing education, nursing students have little exposure to disability education, which would help to develop necessary knowledge, skills, and attitudes in learning to care for patients with disabilities. Purpose: This study evaluated learners' perceptions of the effectiveness of a tabletop simulation in meeting their learning needs related to nursing care for children with disabilities and their families. Methods: The research design was a descriptive educational intervention study. Nursing students (n = 234) enrolled in the pediatric nursing course attended the simulation as a required part of their coursework. Results: The majority of the students found the tabletop simulation with disability content to be an effective educational intervention. Conclusions: The results obtained from this study indicated that the tabletop simulation was an effective educational strategy for nursing students' learning to provide care for children with disabilities and their families.

Real-time electronic patient evaluation of lymphedema symptoms, referral, and satisfaction: A cross-sectional study

Nahum, J. L., Fu, M. R., Scagliola, J., Rodorigo, M., Tobik, S., Guth, A., & Axelrod, D. (2021). MHealth, 7. 10.21037/mhealth-20-118
Background: Lymphedema is a progressive and chronic illness. Early detection and treatment often lead to better clinical outcomes and improvement of patients' quality of life. Lymphedema symptoms can assist in detecting lymphedema. However, the use of patient-reported symptom evaluation is still limited in clinical practice. To address this gap in clinical practice, a metropolitan cancer center implemented an electronic patient evaluation of lymphedema symptoms (EPE-LE) to enable patients' real-time symptom report during patients' routine clinical visit while waiting to see their doctors in a waiting room. The purpose of this clinical project was to evaluate the usefulness of EPE-LE during patients' routine clinical visit. Methods: A cross-sectional design was used. Participants were outpatient post-surgical breast cancer patients and clinicians who were involved in the EPE-LE implementation at a metropolitan cancer center of US. Data were collected during the three-month EPE-LE implementation, including patients' report of lymphedema symptoms, patient and clinician satisfaction, and referral to lymphedema specialists. Descriptive statistics were used for data analysis. Results: During the three-month implementation, a total of 334 patients utilized the EPE-LE to report their lymphedema symptoms and 24 referrals to lymphedema specialists. Nearly all of the patients found that the EPE-LE was easy to use (91%) and that they were satisfied with the EPE-LE for reporting lymphedema symptoms (89%). The majority (70%) of patients reported that the EPE-LE helped them to learn about symptoms related to lymphedema and encouraged them to monitor their symptoms. All clinicians (100%) agreed that the use of the EPE-LE improved their lymphedema symptom assessment in post-surgical breast cancer patients; 75% reported that the EPE-LE increased their communication with patients related to lymphedema symptoms, 75% agreed they would recommend the EPE-LE for use at other cancer centers, and 75% reported that the information retrieved from the EPE-LE was helpful in evaluation of lymphedema. Conclusions: The use of EPE-LE enhanced patients' real-time report of lymphedema symptoms, improved patient education on lymphedema symptoms, and helped clinicians for evaluation of lymphedema. The use of EPE-LE is an example how to implement evidence-based research into clinical practice that provides benefits for both patients and clinicians.

Teaching Essentials Communication Strategies for a Comprehensive Well-child Visit Using Simulation with Family Nurse Practitioner Students

Nahum, J. L., & Quinones, S. (2020). In Innovative Strategies in Teaching Nursing 1st edition (1st ed., 1–). Springer.

Endocrine Disorders

Nahum, J. L. (2019). In Wolters Kluwer Health (2nd eds., 1–, p. 658). Wolters Kluwer Health.

Use of HbA1c in the diagnosis of diabetes in adolescents

Nahum, J. L., & Squires, A. (2014). Journal of Clinical Outcomes Management, 21(7), 298-299.
Objective. To examine the screening practices of family practitioners (FPs) and pediatricians for type 2 diabetes (T2D) in adolescents. Design. Cross-sectional study. Setting and participants. The researchers randomly sampled 700 pediatricians and 700 FPs who participated in direct patient care using the American Medical Association Physician Masterfile using a mail survey. Exclusion criteria included providers who were residents, hospital staff, retirees, or employed by federally owned medical facilities, certified with a subspecialty, or over age 70. Main outcome measures. Providers were given a hypothetical case of an obese, female, teenaged patient with concurrent associated risk factors for T2D (family history of T2D, minority race, signs of insulin resistance) and asked what initial screening tests they would order. Respondents were then informed of the updated American Diabetes Association (ADA) guidelines that added hemoglobin A1c as a screening test to diagnose diabetes. The survey then asked if knowing this change in recommendation has changed or will change their screening practices in adolescents. Main results. 1400 surveys were mailed. After 2 were excluded due to mailing issues, 52% of providers provided responses. Of these, 129 providers reported that they did not care for adolescents (age 10-17), resulting in 604 providers in the final sample, 398 pediatricians and 335 FPs. The vast majority (92%) said they would screen the hypothetical case for diabetes, with most initially ordering a fasting test (fasting plasma glucose or 2-hour glucose tolerance test) (63%) or A1c test (58%). Of the 58% who planned to order HbA1c, only 35% ordered it in combination with a fasting test. HbA1c was significantly more likely to be ordered by pediatricians than by FPs (P = 0.001). After being presented with the new guidelines, 84% said then would now order HbA1c, a 27% increase. Conclusion. In response to information about the new guidelines, providers were more likely to order A1c as part of initial testing. Due to the lower test performance in children and increased cost of the test, the use of HbA1c without fasting tests may result in missed diagnosis of T2D in adolescents as well as increased health care costs.