Judith Haber headshot

Judith Haber


Ursula Springer Leadership Professor in Nursing

1 212 998 9020

433 First Avenue
Room 642
New York, NY 10010
United States

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Professional overview

Judith Haber, APRN-BC, PhD, FAAN, is the Ursula Springer Leadership Professor in Nursing at NYU Rory Meyers College of Nursing. She has been an internationally recognized leader in psychiatric nursing for the last 40 years. She is the author of the award-winning textbook Comprehensive Psychiatric Nursing, now in its 8th edition, which has been translated into five languages. Consistent with the current emphasis on integrating behavioral health into primary care, Haber has been a longtime advocate of the integration of mental health and physical health, a topic on which she has published widely. She is also a recognized expert in evidence-based practice and a co-author of the award-winning nursing research text Nursing Research: Methods and Critical Appraisal for Evidence-based Practice, now in its 9th edition, which has been translated into five languages. Her latest book, Evidence-Based Practice for Nursing and Quality Healthcare Improvement, was published in 2019.

Haber is the recipient of numerous awards, including the 1995 and 2005 Psychiatric Nurse of the Year Award from the American Psychiatric Nurses Association, the 1998 ANA Hildegarde Peplau Award, and Distinguished Alumnae Awards from Adelphi University and NYU Meyers. She is the 2011 recipient of the NYU Distinguished Teaching Award, the 2014 NYU Alumni Meritorious Service Award, the 2015 Sigma Theta Tau International Marie Hippensteel Lingeman Award for Excellence in Nursing Practice, and the 2017 DentaQuest Health Equity Hero Award. Haber was named senior scholar at the Santa Fe Group in 2018. She is a fellow in the American Academy of Nursing and New York Academy of Medicine.

Haber is the NYU Meyers leader of interprofessional education and practice, with a special focus on oral-systemic health, collaborating with interprofessional partners at NYU College of Dentistry and NYU School of Medicine. She co-chairs the NYU Interprofessional Research, Education and Practice Steering Committee. She is the executive director of the Oral Health Nursing Education Practice (OHNEP) program, a national nursing oral health initiative funded by the DentaQuest and Arcora foundations, which received an Edge Runner Award from the American Academy of Nursing in 2019. She is the principal investigator on Teaching Oral-Systemic Health, a HRSA-funded program. Haber is the lead author of the landmark 2015 AJPH publication Putting the Mouth Back in the Head: HEENT to HEENOT.

Haber is a member of the Steering Committee of the National Interprofessional Initiative on Oral Health and a member of the HRSA Expert Panel that developed the 2014 Interprofessional Oral Health Core Competencies for Primary Care Providers. She is a member of the Technical Expert Panel that developed the 2015 Qualis Health White Paper “Oral Health: An Essential Component of Primary Care.” Haber is a member of the Pacific Dental Services Oral-Systemic Health Advisory Board, the DentaQuest Institute More Cares Program National Advisory Committee, the Patient-Centered Primary Care Collaborative National Steering Committee on Shared Principles, and the New York State Nurse-Family Partnership Advisory Board. Haber has consulted, presented, and published widely on interprofessional education and practice and oral-systemic health issues. She was recently selected as a contributor to the forthcoming 2020 Surgeon General’s Report on Oral Health.

Haber received her PhD  and MA from NYU and BSN from Adelphi University.


PhD - New York University (1984)
MA - New York University (1967)
BSN - Adelphi University (1965)


Mental health
Oral-systemic health

Professional membership

American Association of Nurse Practitioners
American Nurses Association
Connecticut Nurses Association
National League for Nursing
National Organization of Nurse Practitioner Faculty
Patient-Centered Primary Care Collaboration
Sigma Theta Tau-Alpha Omega and Upsilon Chapters

Honors and awards

Faculty Honors Awards

Edge Runner Award, American Academy of Nursing (2019)
Senior Scholar, Santa Fe Group (2018)
Denta Quest Health Equity Hero Awrd (2017)
Distinguished Teaching Award, New York University (2011)
Excellence in Cancer Nursing Research Award, Oncology Nursing Society (2009)
Distinguished Alumni Award, NYU Rory Meyers College of Nursing (2008)
Psychiatric Nurse of the Year Award, American Psychiatric Nurses Association (2005)
Excellence in Research Award, American Psychiatric Nurses Association (2005)



The Impact of an Interprofessional Pediatric Oral Health Clerkship on Advancing Interprofessional Education Outcomes

Hartnett, E., Haber, J., Catapano, P., Dougherty, N., Moursi, A. M., Kashani, R., Osman, C., Chinn, C., & Bella, A. (2019). Journal of Dental Education, 83(8), 878-886. 10.21815/JDE.019.088
The aim of this study was to evaluate the effectiveness of an innovative pediatric interprofessional education clinical experience using oral-systemic health as the clinical population example for improving the self-reported interprofessional competencies of family nurse practitioner, dental, and medical students. The objectives of the interprofessional experience were for students to apply pediatric oral health assessment, identify the pediatric oral-systemic connection, and practice a team-based approach to improve oral-systemic outcomes. In spring 2015, fall 2015, and spring 2016, a total of 162 family nurse practitioner, dental, and medical students participated in this interprofessional experience at Bellevue Pediatric Outpatient Clinics together with a pediatric dental resident. Team members collaborated in reviewing the patient chart, taking the patient's medical and dental history, performing an oral assessment, applying fluoride varnish, and providing education and anticipatory guidance. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was used as a pretest and posttest to evaluate the degree to which students perceived changes in their attitudes about interprofessional competencies following the learning experience. In the results, all students had improved mean scores from pretest to posttest after the experience, and these changes were statistically significant for all students: nurse practitioner (p<0.01), dentistry (p<0.01), and medicine (p<0.001). The mean change from pretest to posttest was statistically significant for each of the six interprofessional competency domains (p<0.01). In both pediatric dental and primary care settings, the changes from pre- to posttest were significant (p<0.001). The experience was similarly effective for all groups of students in increasing their attitudes about interprofessional collaboration. These findings suggest that a clinical approach can be an effective strategy for helping health professions students develop interprofessional competence.

Integrating Oral Health Curricula into Midwifery Graduate Programs: Results of a US Survey

Haber, J., Dolce, M. C., Hartnett, E., Savageau, J. A., Altman, S., Lange-Kessler, J., & Silk, H. (2019). Journal of Midwifery and Women’s Health, 64(4), 462-471. 10.1111/jmwh.12974
Introduction: Midwives are a significant segment of the US maternal and primary health care workforce and play a pivotal role in addressing women's oral health care needs during pregnancy and throughout their life span. The purpose of this research was to assess oral health curricular integration in midwifery programs and examine factors that influence integration and satisfaction with graduates’ level of oral health competence. Methods: A cross-sectional, national survey of midwifery programs was conducted using an electronically distributed 19-item, self-administered questionnaire completed by the Directors of Midwifery Education. Data analysis included univariate and bivariate statistics. Results: All of the responding midwifery programs (N = 33) were educating their graduates about oral health; however, less than a quarter (22.6%) of program directors were satisfied with their graduates’ competency. Significant factors promoting integration were routine teaching by a dental professional and a formal relationship with a dental school, dental residency, or dental hygiene program. Programs with 4 or more hours of oral health curriculum were more likely to have a faculty oral health champion, use simulation in evaluation of their learners, and include interprofessional oral health education. Discussion: With adequate oral health education, midwives are ideally positioned to integrate oral health in pregnancy care as well as well woman care throughout the life span, thereby expanding access to oral health care.

Mental health and substance use disorders in patients diagnosed with cancer: An integrative review of healthcare utilization

Woersching, J., Van Cleave, J. H., Haber, J., & Chyun, D. (2019). Oncology Nursing Forum, 46(3), 365-383. 10.1188/19.ONF.365-383
PROBLEM IDENTIFICATION: The impact of mental health disorders (MHDs) and substance use disorders (SUDs) on healthcare utilization (HCU) in patients with cancer is an understudied phenomenon. LITERATURE SEARCH: A literature search of studies published prior to January 2018 that examined HCU in patients with preexisting MHDs or SUDs diagnosed with cancer was conducted. DATA EVALUATION: The research team evaluated 22 studies for scientific rigor and examined significant trends in HCU, as well as types of the MHD, SUD, and cancer studied. SYNTHESIS: The heterogeneity of HCU outcome measures, MHD, SUD, sample sizes, and study settings contributed to inconsistent study findings. However, study trends indicated higher rates of HCU by patients with depression and lower rates of HCU by patients with schizophrenia. In addition, the concept of HCU measures is evolving, addressing not only volume of health services, but also quality and efficacy. IMPLICATIONS FOR RESEARCH: Oncology nurses are essential to improving HCU in patients with MHDs and SUDs because of their close connections with patients throughout the stages of cancer care. Additional prospective studies are needed to examine specific MHDs and different types of SUDs beyond alcohol use, improving cancer care and the effectiveness of HCU in this vulnerable population.

Integrating oral health curricula into nurse practitioner graduate programs: Results of a US survey

Dolce, M. C., Haber, J., Savageau, J. A., Hartnett, E., & Riedy, C. A. (2018). Journal of the American Association of Nurse Practitioners, 30(11), 638-647. 10.1097/JXX.0000000000000079
Background and purpose: Nurse practitioners (NPs) are a significant segment of the US primary care workforce and have a pivotal role in improving access to oral health (OH) care. The purpose of this research was to assess OH curricular integration in primary care NP programs and to examine factors that influence integration and satisfaction with graduates’ level of OH competence. Methods: A cross-sectional, national survey of NP programs (N = 466) was conducted using an electronically distributed 19-item, self-administered questionnaire. Data analysis included univariate, bivariate, multivariate statistics, and logistic regression modeling. Conclusions: The large majority of pediatric, family, and adult–gerontology primary care programs are educating NP graduates about OH. Significant factors promoting integration and satisfaction with graduates’ level of competence included the presence of a faculty champion and routine teaching by a dental professional or nondental OH expert. Implications for practice: With adequate OH education, NPs are ideally positioned to integrate OH and primary care services in practice, thereby, improving access to OH care.

The impact of oral-systemic health on advancing interprofessional education outcomes

Haber, J., Hartnett, E., Allen, K., Crowe, R., Adams, J., Bella, A., Riles, T., & Vasilyeva, A. (2017). Journal of Dental Education, 81(2), 140-148.
The aim of this study was to evaluate the ettectiveness ot an interprofessional education (IPE) clinical simulation and case study experience, using oral-systemic health as the clinical population health example, for nurse practitioner/midwifery, dental, and medical students' self-reported attainment of interprofessional competencies. A pretest-posttest evaluation method was employed, using data from the Interprofessional Collaborative Competency Attainment Scale (ICCAS) completed by two large cohorts of nurse practitioner/midwifery, dental, and medical students at one U.S. university. Data from faculty facilitators were collected to assess their perceptions of the value of exposing students to interprofessional clinical simulation experiences focused on oral-systemic health. The results showed that self-reported interprofessional competencies measured by the ICCAS improved significantly from pre- to posttest for all three student types in 2013 (p<0.001) and 2014 (p<0.001). Faculty facilitators reported that the IPE clinical simulation experiences were valuable and positively influenced interprofessional communication, collaboration, patient communication, and student understanding of patient care roles. These results suggest that the Teaching Oral-Systemic Health Program Interprofessional Oral-Systemic Health Clinical Simulation and Case Study Experience was effective as a standardized, replicable curriculum unit using oral-systemic health as a population health exemplar to teach and assess interprofessional competencies with nurse practitioner/midwifery, dental, and medical students.

Oral Health in Pregnancy

Hartnett, E., Haber, J., Krainovich-Miller, B., Bella, A., Vasilyeva, A., & Lange Kessler, J. (2016). JOGNN - Journal of Obstetric, Gynecologic, and Neonatal Nursing, 45(4), 565-573. 10.1016/j.jogn.2016.04.005
Oral health is crucial to overall health. Because of normal physiologic changes, pregnancy is a time of particular vulnerability in terms of oral health. Pregnant women and their providers need more knowledge about the many changes that occur in the oral cavity during pregnancy. In this article we describe the importance of the recognition, prevention, and treatment of oral health problems in pregnant women. We offer educational strategies that integrate interprofessional oral health competencies.

Patterns of obesity and lymph fluid level during the first year of breast cancer treatment: A prospective study

Fu, M. R., Axelrod, D., Guth, A. A., Fletcher, J., Qiu, J. M., Scagliola, J., Kleinman, R., Ryan, C. E., Chan, N., & Haber, J. (2015). Journal of Personalized Medicine, 5(3), 326-340. 10.3390/jpm5030326
Obesity is one of the risk factors for developing lymphedema following breast cancer treatment. We prospectively enrolled 140 women and followed the participants for 12 months after surgery to investigate patterns of obesity and lymph fluid level in the first year of cancer treatment. Electrical bioimpedance devices were used to measure weight, BMI, and percent of body fat as well as lymph fluid level. General instructions were given to the participants on maintaining pre-surgery weight. Among the 140 participants, 136 completed the study with 2.9% attrition. More than 60% of the participants were obese (30.8%) or overweight (32.4%), while only two participants were underweight and about 35% had normal weight. This pattern of obesity and overweight was consistent at 4–8 weeks and 12 months post-surgery. At 12 months post-surgery, the majority of the women (72.1%) maintained pre-surgery weight and 15.4% had >5% weight loss; 12.5% of the women increase >5% of their weight. Significantly more patients in the obesity group had lymphedema defined by L-Dex ratio >7.1 than those in the normal/underweight and overweight group at pre-surgery and 4–8 weeks post-surgery. There was a trend of more patients in the obesity group had L-Dex ratio >7.1 at 12 months post-surgery. Obesity and overweight remain among women at the time of cancer diagnosis and the patterns of obesity and overweight continue during the first year of treatment. General instructions on having nutrition-balanced and portion-appropriate diet and physical activities daily or weekly can be effective to maintain pre-surgery weight.

Symptom report in detecting breast cancer-related lymphedema

Fu, M. R., Axelrod, D., Cleland, C. M., Qiu, Z., Guth, A. A., Kleinman, R., Scagliola, J., & Haber, J. (2015). Breast Cancer: Targets and Therapy, 7, 345-352. 10.2147/BCTT.S87854
Breast cancer-related lymphedema is a syndrome of abnormal swelling coupled with multiple symptoms resulting from obstruction or disruption of the lymphatic system associated with cancer treatment. Research has demonstrated that with increased number of symptoms reported, breast cancer survivors’ limb volume increased. Lymphedema symptoms in the affected limb may indicate a latent stage of lymphedema in which changes cannot be detected by objective measures. The latent stage of lymphedema may exist months or years before overt swelling occurs. Symptom report may play an important role in detecting lymphedema in clinical practice. The purposes of this study were to: 1) examine the validity, sensitivity, and specificity of symptoms for detecting breast cancer-related lymphedema and 2) determine the best clinical cutoff point for the count of symptoms that maximized the sum of sensitivity and specificity. Data were collected from 250 women, including healthy female adults, breast cancer survivors with lymphedema, and those at risk for lymphedema. Lymphedema symptoms were assessed using a reliable and valid instrument. Validity, sensitivity, and specificity were evaluated using logistic regression, analysis of variance, and areas under receiver operating characteristic curves. Count of lymphedema symptoms was able to differentiate healthy adults from breast cancer survivors with lymphedema and those at risk for lymphedema. A diagnostic cutoff of three symptoms discriminated breast cancer survivors with lymphedema from healthy women with a sensitivity of 94% and a specificity of 97% (area under the curve =0.98). A diagnostic cutoff of nine symptoms discriminated at-risk survivors from survivors with lymphedema with a sensitivity of 64% and a specificity of 80% (area under the curve =0.72). In the absence of objective measurements capable of detecting latent stages of lymphedema, count of symptoms may be a cost-effective initial screening tool for detecting lymphedema.

Building a culture of collaboration: Interprofessional education and practice

Haber, J. (2014). Journal of the Academy of Distinguished Educators, 2, 12-14.

Interprofessional education between dentistry and nursing: the NYU experience.

Haber, J., Spielman, A. I., Wolff, M., & Shelley, D. (2014). Journal of the California Dental Association, 42(1), 44-51.
In 2005, New York University Colleges of Dentistry and Nursing formed an organizational partnership to create a unique model of interprofessional education, research, service and practice. This paper describes the first eight years of experience, from the early reaction of the public to the partnership, to examples of success and past and current challenges.

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