Judith Haber

Faculty

Judith Haber headshot

Judith Haber

PhD APRN-BC FAAN

Professor Emerita

1 212 998 9020

433 FIRST AVENUE
NEW YORK, NY 10010
United States

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.

Prof. 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). Haber is the lead author of the landmark (2015) AJPH publication, Putting the Mouth Back in the Head:  HEENT to HEENOT. Since 2005, 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, 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. 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. Haber has consulted, presented and published widely on interprofessional education and practice as well as oral-systemic health issues.

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.

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, 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.

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
MA, New York University
BS, Adelphi University

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

Information literacy as the foundation for evidence-based practice in graduate nursing education : A curriculum-integrated approach

Jacobs, S. K., Rosenfeld, P., & Haber, J. (2003). (Vols. 19, Issues 5, pp. 320-328). 10.1016/S8755-7223(03)00097-8
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As part of a system-wide initiative to advance evidence-based practice among clinicians, graduate students, and educators, the New York University Division of Nursing embarked on a curricular initiative to integrate components of information literacy in all core courses of the master's program. Increasing competency in information literacy is the foundation for evidence-based practice and provides nursing professionals with the skills to be literate consumers of information in an electronic environment. Competency in information literacy includes an understanding of the architecture of information and the scholarly process; the ability to navigate among a variety of print and electronic tools to effectively access, search, and critically evaluate appropriate resources; synthesize accumulated information into an existing body of knowledge; communicate research results clearly and effectively; and appreciate the social issues and ethical concerns related to the provision, dissemination, and sharing of information. In collaboration with the New York University Division of Libraries' Health Sciences Librarian, instructional modules in information literacy relevant to each of the 5 core nursing master's courses were developed, complemented by a Web-based tutorial: http://library.nyu.edu/research/health/tutorial. The Web site is multifaceted, with fundamentals for the beginner, as well as more complex content for the advanced user. Course assignments were designed to promote specific competencies in information literacy and strategies for evaluating the strength of the evidence found. A survey of information literacy competencies, which assessed students' knowledge, misconceptions, and use of electronic information resources, was administered when students entered the program and at 1-year intervals thereafter.

Expanding American Nurses Association nursing quality indicators to community-based practices.

Sawyer, L. M., Berkowitz, B., Haber, J., Larrabee, J. H., Marino, B. L., Martin, K. S., Mason, K. P., Mastal, M. F., Nilsson, M. W., Walbridge, S. E., & Walker, M. K. (2002). (Vols. 6, Issues 2, pp. 53-61).
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Continuing its commitment to patient care quality, the American Nurses Association appointed a committee in 1997 to expand nursing-sensitive quality indicators beyond acute care. This article is the final report describing the processes used to identify a core set of community-based quality indicators relevant to nurses across the care continuum and identifies next steps. The indicator categories are (a) change in symptom severity, (b) strength of the therapeutic alliance, (c) utilization of services, (d) client satisfaction, (e) risk reduction, (f) increase in protective factors, and (g) level of function/functional status. Potential indicators requiring further research and development are also described.

Nursing research : Methods and critical appraisal for evidence-based practice

LoBiondo-Wood, G., & Haber, J. (2002). (5th eds.). Mosby Elsevier.
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Phoenix rising from the ashes : A mentl health opportunity

Haber, J. (2002). (Vols. 8, Issue 1, pp. 33-34). 10.1067/mpn.2002.122410
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Prescriptive authority for advanced practice psychiatric nurses : State of the states, 2001

Kaas, M. J., Moller, M. D., Markley, J. M., Billings, C., Haber, J., Hamera, E., Leahy, L., Pagel, S., & Zimmerman, M. (2002). (Vols. 8, Issues 3, pp. 99-105). 10.1067/mpn.2002.125163
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When trauma doesn't end…

Haber, J., Hamera, E., Leahy, L. G., Moller, M. D., Pagel, S., Staten, R., & Zimmerman, M. L. (2002). (Vols. 8, Issues 5, pp. 174-180). 10.1067/mpn.2002.128767
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APNA plays a leadership role in shaping mental health policy related to seclusion and restraint

Haber, J. (2001). (Vols. 7, Issues 4, pp. 134-136). 10.1067/mpn.2001.117036
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Breast cancer : Education, counseling, and adjustment - A pilot study

Hoskins, C. N., Haber, J., Budin, W. C., Cartwright-Alcarese, F., Panke, J., Kowalski, M. O., & Maislin, G. (2001). (Vols. 89, Issues 3, pp. 677-704). 10.2466/pr0.2001.89.3.677
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The feasibility of a randomized clinical trial to implement and compare the effectiveness of three components of an intervention for women with breast cancer and their partners was tested. The intervention components, standardized education by videotape (SE), telephone counseling (TC), and education with telephone counseling (SE+TC), were designed with a complementary approach to disease management of breast cancer at each of four phases of the breast cancer experience: diagnostic, postsurgery, adjuvant therapy, and ongoing recovery. A standardized Telephone Counseling Training Manual was developed. A nonprobability sample of 12 patient-partner pairs was accrued. Four pairs were randomly assigned to each of the three intervention components. A set of questionnaires was completed by each patient and partner at baseline and following each intervention for assessment of emotional, physical, and social adjustment, and perceived support. Attrition was minimal and return rate for the completed questionnaires at all five data-collection points was high. Validation of the SE and the TC, one of the objectives, was by data from the preliminary descriptive study (Hoskins, 1990-1994), pretests and posttests for standardized education, audiotapes for each phase-specific telephone counseling session, and evaluation forms for each intervention session. The positive findings included significant changes from pre-to postmeasurement in patients' and partners' scores for the standardized education in each of the four phases. Even with the limited statistical power, the effects were marked, lending support for a full-scale randomized clinical trial, to understand better the relative treatment efficacy and differential benefit of one or some interventions over others.

Breast cancer : Journey to recovery

Hoskins, C., & Haber, J. (2001). Springer Publishing.
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National certification opportunity leads to confusion for advanced practice psychiatric nurses

Haber, J. (2001). (Vols. 7, Issues 5, pp. 169-170). 10.1067/mpn.2001.118767
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