Caroline G Dorsen headshot

Caroline G Dorsen


Assistant Professor

1 212 998 5170

433 First Avenue
Room 746
New York, NY 10010
United States

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Professional overview

Caroline Dorsen is a Family Nurse Practitioner (NP) with over two decades of experience as a health educator, RN and NP. She received a BA from UC Berkeley in anthropology, a BS in nursing from NYU, a MSN from Yale, all magna cum laude, and a PhD from NYU. Her dissertation was on Nurse Practitioner’s attitudes towards, and experiences working with, lesbian, gay and bisexual patients: a grounded theory. An adjunct professor of nursing at NYU since 2003, she joined the faculty full-time in 2005 as the Coordinator of the Adult Primary Care Nurse Practitioner program. In 2012 she became the inaugural coordinator of NYU’s Family Nurse Practitioner Program and in 2015, she transferred to the tenure track as an Assistant Professor and Affiliated Investigator with the Center for Drug Use and HIV Research (CDUHR). Caroline’s research focuses on the health promotion, disease prevention and reduction of healthcare disparities for underserved populations including new immigrants, the homeless and LGBT persons. She has been a primary care provider at numerous community health centers and was a founding member of the NYU College of Nursing Faculty Practice. In her current clinical practice she provides full scope primary care to homeless adolescents and adults.


2017 Post-Doctoral Fellow, Center for Translational and Clinical Science Institute, New York University School of Medicine, New York, NY
5/2014 PhD Nursing Research and Theory Development, New York University College of Nursing, New York, NY
5/2001 MSN Family Nurse Practicioner, Yale University, New Haven, CT Magna Cum Laude
5/1997 BS Professional Nursing, New York University, New York, NY Magna Cum Laude
12/1991 BA Anthropology, University of California, Berkeley, Berkeley, CA Magna Cum Laude

Honors and awards

NYUCN Outstanding Dissertation Award (2014)
Book of the Year (Gerontological category), American Journal of Nursing (2010)
Agnes and Rosemary Ludden Award for Innovative Nursing Practice, New York University College of Nursing (2010)
Vernice Fergueson Faculty Scholar Award New York University College of Nursing (2007)
Milton and Anne Sidney Prize, Yale University School of Nursing (2001)
Founder’s Day Award, New York University (1997)
Helene Fuld Distinguished Scholar, Helene Fuld Trust (1997)
Spirit of Nursing Award, National Student Nurse Association (1997)
Ursula Springer Award for Excellence in Undergraduate Writing, Ursula Springer, Inc (1997)
Baccalaureate Student Achievement Award, New York University Division of Nursing (1997)
Helene Fuld Nursing Fellow, Helene Fuld Trust (1996)


Underserved populations
Substance use
Primary care

Professional membership

Eastern Nursing Research Society,
Sigma Theta Tau International (STTI),
National Organization of Nurse Practitioner Faculty (NONPF),
American Academy of Nurse Practitioners,
National League of Nursing



Supporting the lesbian, gay, bisexual, or transgender child or adolescent

Dorsen, C., Harris, M., & Paul, S. (2018). 10.1891/9780826116819.0034
The vast majority of lesbian, gay, bisexual and transgender children face similar developmental hurdles as their heterosexual and cisgender (non-transgender) peers, and grow up to be happy, healthy, resilient adults. However, research suggests that LGBTQ+ children also face a number of special challenges that may impact self-esteem, social-emotional development, behavioral risk taking, and mental and physical health. This chapter synthesizes available evidence to help identify and intercept issues related to sexual orientation and gender identity among children and adolescents and offers suggestions for caring for this increasingly visible, vulnerable, and wonderful population. LGBTQ+ youth face dual challenges-the expected developmental and social hurdles of childhood and adolescence combined with the struggles inherent in recognizing and accepting one’s sexual orientation and/or gender identity, including external and internal experiences of stigma and marginalization.

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
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.