Faculty

Judith Haber headshot

Judith Haber

APRN-BC FAAN PhD

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

Dr. Judith Haber, PhD, APRN, BC, FAAN is the Ursula Springer Leadership Professor in Nursing at the NYU Rory Meyers College of Nursing. Dr. Haber has been an internationally recognized leader in psychiatric nursing for the past 40 years.  She was the author of the award winning, classic textbook, Comprehensive Psychiatric Nursing, published for 8 editions and translated into 5 languages.  Consistent with the current emphasis on integrating behavioral health in primary care, Dr. Haber’s has been a longtime advocate of the integration of mental health and physical health and published widely on this topic. She is also a recognized expert in evidence-based practice and co-author of an award winning nursing research text, Nursing Research: Methods and Critical Appraisal for Evidence-based Practice, now in its 8th edition and translated into five languages. 

Dr. 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, Fellow in the American Academy of Nursing, as well as Distinguished Alumnae Awards from Adelphi University and NYU College of Nursing.  She is the 2011 recipient of the NYU Distinguished Teaching Award, the 2014 NYU Alumni Meritorious Service Award, and the 2015 Sigma theta Tau International Marie Hippensteel Lingeman Award for Excellence in Nursing Practice.

Dr. 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 School of Medicine and co-chairs the NYU Interprofessional Research, Education and Practice (IPREP) Steering Committee. She is the Executive Director of a national nursing oral health initiative, the Oral Health Nursing Education Practice (OHNEP) Program, funded by the DentaQuest and Washington Dental Service Foundations, and the Principal Investigator on the HRSA-funded program, Teaching Oral-Systemic Health (TOSH). Dr. Haber is the lead author of the landmark (2015) AJPH publication, Putting the Mouth Back in the Head:  HEENT to HEENOT.

Dr. Haber is a member of the Steering Committee of the National Interprofessional Initiative on Oral Health (NIIOH) and was 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.  Dr. 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 (PCPCC) National Steering Committee on Shared Principles, and the New York State Nurse Family Partnership Advisory Board.  Dr. Haber has consulted, presented and published widely on interprofessional education and practice as well as oral-systemic health issues.

Education

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

Honors and awards

Distinguished Teaching Award, New York University (2011)
Excellence in Cancer Nursing Research Award, Oncology Nursing Society (2009)
Distinguished Alumni Award, NYU College of Nursing (2008)
Psychiatric Nurse of the Year Award, American Psychiatric Nurses Association (2005)
Excellence in Research Award, American Psychiatric Nurses Association (2005)

Specialties

Mental health
Interprofessionalism

Professional membership

American Academy of Nurse Practitioners
American Nurses Association
Connecticut Nurses Association
Connecticut Society of Nurse Psychotherapists
Council of Connecticut Mental Health Providers
New York State Nurses Association
American Psychiatric Nurses Association
Sigma Theta Tau-Alpha Omega and Upsilon Chapters
National Organization of Nurse Practitioner Faculty

Publications

Publications

Haber et al. respond

Haber, J., Hartnett, E., Allen, K., Hallas, D., Dorsen, C., Lange-Kessler, J., Lloyd, M., Thomas, E., & Wholihan, D. (2015). American Journal of Public Health, 105(5), e3-e4. 10.2105/AJPH.2015.302648

Putting the mouth back in the head: HEENT to HEENOT

Haber, J., Hartnett, E., Allen, K., Hallas, D., Dorsen, C., Lange-Kessler, J., Lloyd, M., Thomas, E., & Wholihan, D. (2015). American Journal of Public Health, 105(3), 437-441. 10.2105/AJPH.2014.302495
Abstract
Improving oral health is a leading population health goal; however, curricula preparing health professionals have a dearth of oral health content and clinical experiences.We detail an educational and clinical innovation transitioning the traditional head, ears, eyes, nose, and throat (HEENT) examination to the addition of the teeth, gums, mucosa, tongue, and palate examination (HEENOT) for assessment, diagnosis, and treatment of oral-systemic health. Many New York University nursing, dental, and medical faculty and students have been exposed to interprofessional oral health HEENOT classroom, simulation, and clinical experiences. This was associated with increased dental-primary care referrals.This innovation has potential to build interprofessional oral health workforce capacity that addresses a significant public health issue, increases oral health care access, and improves oral-systemic health across the lifespan.

Essential psychiatric, mental health and substance use competencies for the registered nurse

Kane, C., Brackley, M., Clement, J., D’Antonio, P., Haber, J., Hamera, E., Harmon, R., LeCuyer, E., Naegle, M. A., Newton, M., Pearson, G., Poster, E., Shattell, M., Sirota, T., & Talley, S. (2012). Archives of Psychiatric Nursing, 26(2), 80-83. 10.1016/j.apnu.2011.12.010
Abstract
The original concept for this document was conceived at the meeting of the Psychiatric Mental Health Expert Panel during the Academy of Nursing 33rd Annual Meeting and Conference, Integrating Physical and Mental Health Care, held in Miami, Florida, November 9-11, 2006. Judith Haber and June Horowitz co-chaired the Expert Panel meeting at the time discussion took place regarding the need for a document centralizing recognized competencies and curricula associated with psychiatric mental health nursing practice. The Expert Panel also recognized the need for a document that identified psychiatric mental health competencies for generalist nursing practice. Catherine Kane and Margaret Brackley agreed to Co-Chair a taskforce to write these competencies. They were joined by Madeline Naegle, Sandra Talley, Marian Newton, Jeanne Clement, Patricia D'Antonio, and Elizabeth Poster. This initial group was charged with using "a model similar to the Hartford Foundation model for building capacity in geriatric nursing to develop PMH/Behavioral Health Competencies for non-PMH RNs and APRNs." Other contributing members of the Taskforce were Edna Hamera, Elizabeth LeCuyer, Mona Shattell, Geri Pearson, Rebecca Harmon and Theodora Sirota. The Taskforce convened by teleconference on April 13, 2007, and met monthly by teleconference through Fall 2008. A full draft of the document was completed and sent for editing to Geraldine Pearson and Beth Vaughn Cole. On March 24, 2009, the Taskforce convened by teleconference and agreed to distribute the draft to the membership of the International Society of Psychiatric Nursing (ISPN), the American Psychiatric Nurses Association (APNA), and the International Nurses Society on Addictions. The draft was displayed on the websites of ISPN and APNA through 2009. Comments, suggestions, edits and revisions were welcomed and the feedback was incorporated into this document. The appendices to this document include materials that informed the content of these Essentials and websites for resources.

Evaluation of the clinical hour requirement and attainment of core clinical competencies by nurse practitioner students

Hallas, D., Biesecker, B., Brennan, M., Newland, J., & Haber, J. (2012). Journal of the American Academy of Nurse Practitioners, 24(9), 544-553. 10.1111/j.1745-7599.2012.00730.x
Abstract
Purpose: The purpose of this study was to analyze the national practice of fulfilling 500 clinical hours as a requirement for graduation from nurse practitioner (NP) programs at the master's level and to compare this standard to a comprehensive approach of evaluating attainment of clinical competencies. Data sources: The National Organization of NP Faculties (NONPF) and specialty accreditation bodies publications were used for references to clinical hour and core competency requirements for graduation from NP programs. Data from one university from student documentation on a commercial electronic tracking system were also analyzed. Conclusions: Data analysis revealed that the 500 clinical hours correlated to populations, skills performed, required levels of decision making, and expected diagnoses. However, assurance that these clinical hour requirements translated to exposure to all core competencies for entry into practice could not be established. Implications for practice: A more comprehensive approach to the evaluation of student core competencies by implementing one or more performance-based assessments, such as case-based evaluations, simulations, or objective structured clinical examinations (OSCEs), as a strategic part of NP evaluation prior to graduation is proposed. This change is viewed as critical to the continued success of NP programs as master's level education transitions to direct BS to DNP educational preparation for advanced nursing practice.

Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students

-Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Journal of Nursing Education, 48(4), 186-195. 10.3928/01484834-20090401-07
Abstract
The TREAD

Nursing research and patient outcomes: tools for managing the transformation of the health care delivery system.

Bidwell-Cerone, S., K.-Miller, B., Haber, J., Penney, N., & Carter, E. (1995). The Journal of the New York State Nurses" Association, 26(3), 12-17.
Abstract
This paper outlines strategies for all nurses to participate in nursing's research agenda, which aims to enhance the scientific basis of nursing practice. The emphasis here is on generating data for the outcomes movement as a tool for transforming the American health care delivery system.

Survey of nursing research in New York State: XVII.

Haber, J., Bidwell-Cerone, S., Campbell-Heider, N., K.-Miller, B., & Penney, N. E. (1995). The Journal of the New York State Nurses" Association, 26(3), 26-27.

The experience of caring in the acute care setting

K.-Miller, B., Haber, J., & Byrne, M. W. (1992). In NLN publications: patient and nurse perspectives. (pp. 137-156).

The experience of caring in the teaching-learning process of nursing education

K.-Miller, B., Haber, J., & Byrne, M. W. (1990). In NLN publications: student and teacher perspectives. (pp. 125-135).