Susan Altman


Susan D Altman headshot

Susan Altman


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
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)


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

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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. D., 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
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.Conclusions: Developing trust among the multilateral partners was critical to the success of this activity. Networks have been expanded, and a proposed pilot with the Ghana Board of Nursing and Midwifery and the US academic partner will examine the feasibility of implementing electronic licensing examinations for nurses and midwives.

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
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.