Judith Haber


Judith Haber headshot

Judith Haber


Professor Emerita

1 212 998 9020

NEW YORK, NY 10016
United States

Judith Haber's additional information

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

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

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)
Excellence in Research Award, American Psychiatric Nurses Association (2005)
Psychiatric Nurse of the Year Award, American Psychiatric Nurses Association (2005)


Data Quality of Automated Comorbidity Lists in Patients With Mental Health and Substance Use Disorders

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Making the case for interprofessional education and practice collaboration to address rising rates of HPV-associated oropharyngeal cancers

Haber, J., Hartnett, E., Feldman, L. M., & Cipollina, J. E. (2022). Journal of Dental Education, 86(1), 47-50. 10.1002/jdd.12752

Attaining interprofessional competencies by connecting oral health to overall health

Haber, J., Hartnett, E., Cipollina, J., Allen, K., Crowe, R., Roitman, J., Feldman, L., Fletcher, J., & Ng, G. (2021). Journal of Dental Education, 85(4), 504-512. 10.1002/jdd.12490
Purpose: The purpose of this study was to evaluate the effectiveness of an annual oral-systemic health interprofessional education (IPE) clinical simulation and case study experience with nurse practitioner/midwifery (NP/MW), dental (DDS), medical (MD), and pharmacy (PharmD) students. Methods: The Interprofessional Collaborative Competency Attainment Scale (ICCAS) was used to measure students’ self-reported attainment of interprofessional competencies before and after the IPE experience. Pre- and post-test surveys were completed by NP/MW, DDS, MD, and PharmD student cohorts from 2017 to 2019. Students also had the opportunity to provide qualitative feedback about their experience at post-test. Data were collected from IPE faculty facilitators to assess their perception of the value of the Teaching Oral-Systemic Health (TOSH) program. Results: Student ICCAS results demonstrated statistically significant improvement in self-reported interprofessional competencies among all types of students across all 3 years (P < 0.001); qualitative student comments reflected positive experiences with the TOSH program. Survey data from IPE faculty facilitators supported the value of the IPE experience for all students. Conclusions: The findings demonstrate the effectiveness of the TOSH program in using oral-systemic health as a clinical exemplar to develop interprofessional competencies. The 2017–2019 data reinforce the credibility of scaling the TOSH model for developing interprofessional competencies with students from different health professions.

Design and outcomes of a nurse practitioner preceptor development program

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Nonventilator hospital-acquired pneumonia: A call to action

Munro, S. C., Baker, D., Giuliano, K. K., Sullivan, S. C., Haber, J., Jones, B. E., Crist, M. B., Nelson, R. E., Carey, E., Lounsbury, O., Lucatorto, M., Miller, R., Pauley, B., & Klompas, M. (2021). Infection Control and Hospital Epidemiology, 42(8), 991-996. 10.1017/ice.2021.239
In 2020 a group of U.S. healthcare leaders formed the National Organization to Prevent Hospital-Acquired Pneumonia (NOHAP) to issue a call to action to address non-ventilator-associated hospital-acquired pneumonia (NVHAP). NVHAP is one of the most common and morbid healthcare-associated infections, but it is not tracked, reported, or actively prevented by most hospitals. This national call to action includes (1) launching a national healthcare conversation about NVHAP prevention; (2) adding NVHAP prevention measures to education for patients, healthcare professionals, and students; (3) challenging healthcare systems and insurers to implement and support NVHAP prevention; and (4) encouraging researchers to develop new strategies for NVHAP surveillance and prevention. The purpose of this document is to outline research needs to support the NVHAP call to action. Primary needs include the development of better models to estimate the economic cost of NVHAP, to elucidate the pathophysiology of NVHAP and identify the most promising pathways for prevention, to develop objective and efficient surveillance methods to track NVHAP, to rigorously test the impact of prevention strategies proposed to prevent NVHAP, and to identify the policy levers that will best engage hospitals in NVHAP surveillance and prevention. A joint task force developed this document including stakeholders from the Veterans' Health Administration (VHA), the U.S. Centers for Disease Control and Prevention (CDC), The Joint Commission, the American Dental Association, the Patient Safety Movement Foundation, Oral Health Nursing Education and Practice (OHNEP), Teaching Oral-Systemic Health (TOSH), industry partners and academia.

Promoting oral health for mothers and children: A nurse home visitor education program

Haber, J., Hartnett, E., Hille, A., & Cipollina, J. (2020). Pediatric Nursing, 46(2), 70-76.
The objective of this project was to determine if Nurse Family Partnership (NFP) nurses who received an oral health education session increased their oral health knowledge and practice behavior contributing to positive client oral health out-comes. A quasi-experimental design was used to investigate the impact of expo-sure to the oral health evidence-based curriculum on NFP nurses and clients. The oral health interventions took place during nurse home visits. The sample included 4 nurses from the Miami Florida NFP, a comparison group of 10 non-Miami NFP nurses, and 27 Miami NFP clients. A web-based 13-item nurse pre-post survey was used to assess the impact of oral health education on NFP nurs-es’ oral health knowledge and practice behaviors. A 10-item pre-post telephone survey was conducted with NFP clients to assess their oral health behaviors for self and child. Following an oral health educational session, NFP nurses demon-strated an increase in their oral health knowledge and developed evidence-based oral health practice behaviors. Clients who were given oral health education incorporated this into their childcare, which was associated with significantly improved oral health outcomes. It is recommended that NFP nurses integrate oral health as a standard of patient care in home visit assessments, education, and documentation throughout pregnancy, infancy, and toddlerhood.

Senior oral health: A community-based, interprofessional educational experience for nursing and dental students

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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

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The Interprofessional Role in Dental Caries Management: Impact of the Nursing Profession in Early Childhood Caries

Haber, J., & Hartnett, E. (2019). Dental Clinics of North America, 63(4), 653-661. 10.1016/j.cden.2019.05.002
Early childhood caries is a major unmet population health care need that negatively affects the overall health of children, especially those from diverse racial/ethnic backgrounds and disadvantaged socioeconomic groups. Nurses and midwives who work with pregnant women to nurses and nurse practitioners who work with young children and their families have an opportunity to positively influence the health of these populations. Primary care settings are ideal for integrating oral health into the overall health care of children and adolescents. The nursing profession is well positioned to have a positive impact on oral health and, in so doing, their overall health.