Susan Altman

Faculty

Susan D Altman headshot

Susan Altman

DNP

Clinical Associate Professor
Program Director, Nurse-Midwifery

1 212 998 5567

Susan Altman's additional information

Susan Altman, DNP, CNM, FACNM, is director of the Nurse-Midwifery Program and clinical associate professor at NYU Rory Meyers College of Nursing. She has practiced full-scope midwifery for more than 16 years. Her formal teaching and many years of precepting midwifery students in the clinical setting have helped her realize the importance of her role in educating midwives who will, in the future, promote excellence and leadership in all areas of midwifery and women's health. 

Prior to joining the faculty at NYU Meyers, Altman was an adjunct professor in both the Graduate Midwifery and Graduate Women’s Health programs at the State University of New York at Stony Brook.

Altman received a DNP and MS in midwifery from SUNY at Stony Brook, an MA in community health education from Adelphi University, a BS in nursing from SUNY at Stony Brook, and a BA in physical therapy from Hunter College.

DNP, Midwifery - SUNY at Stony Brook (2009)
MS, Midwifery - SUNY at Stony Brook (1997)
MA, Community Health Education - Adelphi University (1985)
BS, Nursing - SUNY at Stony Brook (1994)
BA, Physical Therapy - Hunter College (1980)

Women's health
Midwifery
Maternal global health

American College of Nurse-Midwives
Long Island Midwives (Former Executive Board Member)
National Perinatal Association (Formal Executive Board Member)
New York State Association of Licensed Midwives (NYSALM)
New York State Perinatal Association
NYC Midwives

Faculty Honors Awards

NYC Remarkable Midwife (2019)
Fellow, American College of Nurse Midwives (2018)
Sigma Theta Tau, Nursing Honor Society (2004)

Publications

Normal physiologic birth continuing professional development: From a national health priority to expanded capacity

Shakpeh, J. K., Tiah, M. W., Kpangbala-Flomo, C. C., Matte, R. F., Lake, S. C., Altman, S. D., Tringali, T., Stalonas, K., Goldsamt, L., Zogbaum, L., & Klar, R. T. (2021). Annals of Global Health, 87(1). 10.5334/aogh.3247
Abstract
Abstract
Background: The Republic of Liberia has experienced many barriers to maintaining the quality of its healthcare workforce. The Resilient and Responsive Health Systems (RRHS) Initiative supported by the U.S. President’s Emergency Plan for AIDS Relief (PEPFAR) has responded to Liberian identified health priorities. Liberia’s maternal morbidity and mortality rates continue to rank among the highest in the world. Recent country regulations have put forth required continuing professional development (CPD) for all licensed healthcare workers for re-licensure. Methods: The Model for Improvement was the guiding framework for this CPD to improve midwifery and nursing competencies in assisting birthing women. Two novel activities were used in the CPD. We tested the formal CPD application and approval process as this is a recent regulatory body policy. We also included the use of simulation and its processes as a pedagogical method. Over a two-year period, we developed a two-day CPD module, using didactic training and clinical simulation, for Liberian midwives. We then piloted the module in Liberia, training a group of 21 participants, including midwives and nurses, including pre-and post-test surveys as well as observational evaluation of participant skills. Findings: There were no significant changes in knowledge acquisition noted in the post-test. Small tests of change were implemented during the program, supporting the stages of the Model of Improvement. Observation of skill acquisition was done; however, using a formal observation checklist, such as an Observed Structured Clinical Evaluation (OSCE), would add more robust findings. The CPD and follow-up activity highlighted the need for human and financial support to maintain the simulation kits and to create sustainability for future trainings. Videotaping the didactic and simulation two-day continuing professional development train-the-trainer workshop expands the sustainability beyond newly prepared trainers. Simultaneous with this CPD, the Liberian Board for Nursing and Midwifery (LBNM) worked with a partner to create a CPD portal. The CPD partners created modules from the videos and have uploaded these modules to the LBNM’s new CPD portal. Conclusions: Using a quality improvement model as a framework for developing and implementing CPDs provides a clear structure and supports the dynamic interactions in learning and clinical care. It is too soon to determine measurable health outcomes resulting from this project. Anecdotal feedback from clinicians and leaders was not directly related to the content of the CPD; however, it does demonstrate an increased awareness of examining changes in practice to support expanded health outcomes. Further research to examine methods and processes to determine the quality and safety outcomes of CPD trainings is necessary.

Structure, process, and outcomes of liberian national nursing and midwifery curricular revisions

Kpangaala-Flomo, C. C., Tiah, M. W., Clinton Zeantoe, G., Loweal, H. G., Matte, R. F., Lake, S. C., Altman, S., Mendoza, M., Tringali, T., Stalonas, K., Goldsamt, L., Kurz, R., Zogbaum, L., & Toft Klar, R. (2021). Annals of Global Health, 87(1). 10.5334/aogh.3248
Abstract
Abstract
Background: The Republic of Liberia has had major disruptions to the education of its health care cadres. Post Ebola, the Resilient and Responsive Health Systems (RRHS) initiative began a new era of capacity building with the support of PEPFAR and HRSA. Nursing and Midwifery serve as the largest healthcare cadres in Liberia. The national nursing and midwifery curricula were overdue for the regulated review and revisions. Methods: The Science of Improvement was used as the framework to accomplish this multilateral activity. The Institute for Healthcare Improvement’s (IHI) stages of improvement included: 1) Forming the team, 2) Setting the aims, 3) Establishing measures, 4) Selecting measures, 5) Testing changes, 6) Implementing changes, and 7) Spreading changes. These stages served as the blueprint for the structures and processes put into place to accomplish this national activity. Findings: The RN, Bridging, and BScM curricula all had redundant content that did not reflect teaching pedagogy and health priorities in Liberia. Courses were eliminated or reconfigured and new courses were created. Development of Nursing and Midwifery Curricular Taskforces were not as successful as was hoped. Two large stakeholder meetings ensured that this was the curricula of the Liberian faculty, deans and directors, and clinical partners. Monitoring and evaluation tools have been adopted by the Liberian Board for Nursing and Midwifery to serve as another improvement to check that the new curricula are being implemented and to identify gaps that may require future cycles of change for continued quality and improvement.

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.