Judith Haber

Faculty

Judith Haber headshot

Judith Haber

APRN-BC FAAN PhD

Professor Emerita

1 212 998 9020

433 FIRST AVENUE
NEW YORK, NY 10010
United States

Dr. Judith Haber, PhD, APRN, FAAN is Professor Emerita at the NYU Rory Meyers College of Nursing (NYU Meyers). From 1997-2022, she held significant leadership roles as Associate Dean for Graduate Programs, Interim Dean, and Ursula Springer Leadership Professor in Nursing. 

Dr. Haber is the Executive Director of a national nursing oral health initiative, the Oral Health Nursing Education Practice (OHNEP) Program, funded by the CareQuest Institute for Oral Health Advancement, and was 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. Since 2005, Dr. Haber has been an NYU leader of interprofessional education and practice, with a special focus on oral-systemic health, collaborating with interprofessional partners at NYU College of Dentistry, NYU School of Medicine, and LIU School of Pharmacy. 

As Executive Director of OHNEP, Dr. Haber is a Core Partner of the National Interprofessional Initiative on Oral Health (NIIOH). She was a member of the HRSA Expert Panel that developed the 2014 Interprofessional Oral Health Core Competencies for Primary Care Providers and a member of the Technical Expert Panel that developed the 2015 Qualis Health White Paper, Oral Health: An Essential Component of Primary Care. She also contributed to the National Institutes of Dental and Craniofacial Research (NIDCR) 2022 report, Oral Health in America: Advances and Challenges. Dr. Haber has been invited to join numerous Advisory Boards, including the Veteran’s Administration (VA) NVHAP National Advisory Board, the Primary Care Collaborative National Steering Committee on Shared Principles, the CIPCOH 100 Million Mouths Advisory Board, the National Medically Necessary Medicare Dental Benefit Consortium, and the National Maternal Child Oral Health Think Tank.  Dr. Haber has consulted, presented and published widely on interprofessional education and practice as well as oral-systemic health issues. 

Dr. Haber is a Fellow in the American Academy of Nursing, the New York Academy of Medicine and a Board Member of the Santa Fe Group. She is the 2011 recipient of the NYU Distinguished Teaching Award, 2014 NYU Meritorious Service Award, the 2015 Sigma Theta Tau International Marie Hippensteel Lingeman Award for Excellence in Nursing Practice, the 2017 DentaQuest Health Equity Hero Award and in 2019, the OHNEP Program received an Edge Runner Award from the American Academy of Nursing.

Dr. Haber also 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. She was the recipient of the ANA Hildegarde Peplau Award and a two-time awardee of the APNA Psychiatric Nurse of the Year Award. Consistent with the current emphasis on integrating behavioral health in primary care, Dr. Haber has been a longtime advocate of the integration of mental health and physical health and has published widely on this topic. 

She is also a recognized expert in evidence-based practice and co-author of two award winning nursing research texts, Nursing Research: Methods and Critical Appraisal for Evidence-based Practice, now in its 10th edition and translated into 5 languages, and Evidence-Based Practice for Nursing and Healthcare Quality Improvement.

Dr. Haber played a leadership role as Co-Principal Investigator and Principal Investigator on a series of NIH funded studies, including an R15 and RO1 investigating the effect of psychoeducational and counseling interventions on physical, emotional, and social adjustment of women with breast cancer and their partners, as well as Co-Principal Investigator on a qualitative study investigating the experience of survivorship for women with breast cancer. The findings of these studies have been disseminated in high-impact peer-reviewed journals, local and national presentations, and are frequently cited in the literature. This program of research also resulted in an award-winning four-part DVD series, Journey to Recovery: For Women with Breast Cancer and Their Partners and a book, Breast Cancer: Journey to Recovery.

 

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

Mental health
Interprofessionalism
Oral-systemic health

American Academy of Nursing
American Association of Nurse Practitioners
American Nurses Association
Connecticut Nurses Association
Gerontological Society of America
National League for Nursing
New York Academy of Medicine
Santa Fe Group
Sigma Theta Tau-Alpha Omega and Upsilon Chapters

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

Woersching, J., Van Cleave, J. H., Egleston, B., Ma, C., Haber, J., & Chyun, D. (2022). CIN - Computers Informatics Nursing, 40(7), 497-505. 10.1097/CIN.0000000000000889
Abstract
Abstract
EHRs provide an opportunity to conduct research on underrepresented oncology populations with mental health and substance use disorders. However, a lack of data quality may introduce unintended bias into EHR data. The objective of this article is describe our analysis of data quality within automated comorbidity lists commonly found in EHRs. Investigators conducted a retrospective chart review of 395 oncology patients from a safety-net integrated healthcare system. Statistical analysis included κ coefficients and a condition logistic regression. Subjects were racially and ethnically diverse and predominantly used Medicaid insurance. Weak κ coefficients (κ = 0.2-0.39, P <.01) were noted for drug and alcohol use disorders indicating deficiencies in comorbidity documentation within the automated comorbidity list. Further, conditional logistic regression analyses revealed deficiencies in comorbidity documentation in patients with drug use disorders (odds ratio, 11.03; 95% confidence interval, 2.71-44.9; P =.01) and psychoses (odds ratio, 0.04; confidence interval, 0.02-0.10; P <.01). Findings suggest deficiencies in automatic comorbidity lists as compared with a review of provider narrative notes when identifying comorbidities. As healthcare systems increasingly use EHR data in clinical studies and decision making, the quality of healthcare delivery and clinical research may be affected by discrepancies in the documentation of comorbidities.

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
Abstract
Abstract
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

Hallas, D., Haber, J., Biesecker, B., Hartnett, E., Toft Klar, R., Djukic, M., Apold, S., Vetter, M. J., McMillan, A., Brilliant, M., Baldyga, J. A., Waingortin, R., & Fletcher, J. (2021). Journal of the American Association of Nurse Practitioners, 33(11), 1007-1016. 10.1097/JXX.0000000000000570
Abstract
Abstract
Nurse practitioners (NPs) are educated to provide high-quality patient- and family-centered care to underserved, culturally diverse, medically complex populations. Nurse practitioner faculty plan curricular activities that challenge NP students to critically assess individuals and populations with the goal of preparing NP students to be "practice-ready" upon graduation. Nurse practitioner clinical training occurs in practice settings with NP preceptors, with specific areas of clinical expertise. However, there is a lack of NP clinical preceptors educationally prepared to clinically teach and evaluate NP students. This article presents the design, implementation, evaluation, and outcomes from a 3-year grant funded by the United States Human Resources and Administration Services that featured a web-based Primary Care Nurse Practitioner Preceptor Development Program. Ninety percent of NPs who precepted NP students completed all web-based learning modules. Preceptors with educational preparation via online modules to guide NP student learning in clinical settings are a critical resource for faculty to prepare NP students to be practice-ready upon graduation. This web-based learning platform for online NP preceptor education may be a successful approach for expanding and improving the NP preceptor pool nationwide.

E-Learning for Population Health Management: An Educational Innovation to Prepare Student and Practicing Nurses for Value-Based Care

Djukic, M., Mola, A., Keating, S., Melnyk, H., & Haber, J. (2021). Nursing Education Perspectives, 42(6), E117-E119. 10.1097/01.NEP.0000000000000857
Abstract
Abstract
To educate nursing students and practicing registered nurses about population health management (PHM), a team of faculty and PHM clinical leaders created an innovative, scalable, turnkey ready, multimedia e-learning module. The module has four lessons; takes approximately three hours to complete; and can be accessed using a weblink from computers, smart phones, and tablets. The module engages learners with videos, flashcards, case studies, and a variety of interactive knowledge checks. Each learner can obtain a record of completion, which can be shared with faculty. Faculty implemented the module with 48 senior prelicensure nursing students who reported improved self-efficacy in PHM.

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
Abstract
Abstract
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.
Abstract
Abstract
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

Greenberg, S. A., Hartnett, E., Berkowitz, G. S., Schenkel, A. B., Chong, C., Cipollina, J., Haber, J., & Cortes, T. A. (2020). Journal of Gerontological Nursing, 46(8), 37-45. 10.3928/00989134-20200527-03
Abstract
Abstract
The current article highlights an interprofessional, older adult oral health community program, created through an Accelerating Interprofessional Community-Based Education and Practice grant from the National Center for Interprofessional Practice and Education, designed to address the gap between older adult health education and care delivery. This project developed an advanced practice, nurse-led partnership among The Hartford Institute for Geriatric Nursing and the Oral Health Nursing Education and Practice Program (both located at New York University Rory Meyers College of Nursing), New York University College of Dentistry, and Regional Aid for Interim Needs (RAIN), a community service organization for older adults in the Bronx. Teams of nursing (n = 26), nurse practitioner (n = 16), and dental (n = 64) students provided oral health education and oral hygiene instruction using Tooth Wisdom® educational materials to older adults, home health aides (HHAs), and volunteers in nine RAIN senior centers. Students demonstrated increases in their self-reported interprofessional competencies based on the Interprofessional Collaborative Competency Attainment Survey. Results also revealed that older adults (n = 500), HHAs (n = 142), and volunteers (n = 21) at the RAIN senior centers who attended the Tooth Wisdom presentation demonstrated an increase in oral health knowledge.

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
Abstract
Abstract
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
Abstract
Abstract
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.