Ellen Marie McCabe


Ellen McCabe headshot

Ellen Marie McCabe


Clinical Assistant Professor

1 212 992 7129

Ellen Marie McCabe's additional information

Ellen M. McCabe, PhD, PNP-BC, RN, is an assistant clinical professor at NYU Rory Meyers College of Nursing. As a recognized leader in promoting equitable school health services, she researches chronic illness management in schools and the provision of school nursing services. Her scholarship embraces public health, children’s mental health, and school health policies. She has taught at the graduate and undergraduate levels and continues to practice clinically.

McCabe is currently researching the impact of neighborhood on chronic illness management in children and school connectedness.

Before joining NYU Meyers, McCabe was an assistant professor at Hunter College, Hunter Bellevue School of Nursing. In addition to teaching and research, for which she earned two PSC-CUNY research grants, she served on multiple DNP and PhD committees. Before her academic posts, she began her career as a pediatric nurse at the Children’s Hospital of Philadelphia.

Among her honors include induction as Fellow of the New York Academy of Medicine and Fellow of the National Association of School Nurses (NASN). Fellowship to NASN exemplifies superior achievement in school nursing and significant contribution to the profession.

McCabe earned her PhD, MSN, and BSN from the University of Pennsylvania. She also earned her MA in Early Childhood, Elementary Education, from New York University, providing an additional framework for her school health services research.

PhD - University of Pennsylvania
MA - New York University
MSN - University of Pennsylvania
BSN – University of Pennsylvania

Community/population health
Health Services Research

American Nurses Association
American Public Health Association
Eastern Nurses’ Research Society
Independent School Nurse Association, New York City
National Association of School Nurses
New York Academy of Medicine
Sigma Theta Tau

Faculty Honors Awards

Fellow, National Association of School Nurses (2022)
Outstanding Mentor Award, Hunter College, Hunter-Bellevue School of Nursing (2022)
Fellow, New York Academy of Medicine (2020)
Wealtha McGurn Research Award, University of Pennsylvania School of Nursing (2019)
Alumni Spirit Award, University of Pennsylvania School of Nursing (2019)
Associate Fellow, Leonard Davis Institute of Health Economics, University of Pennsylvania (2018)
Associate Fellow, Center for Public Health Initiatives, University of Pennsylvania (2018)
Predoctoral Fellow, Research on Vulnerable Women, Children, and Families (NINR T32NR007100, PI: Medoff-Cooper), University of Pennsylvania (2017)
Adelphi Summer Scholar Winner, Columbia University (2013)
Sigma Theta Tau International, Nursing Honor Society (1988)
Nightingale Award, University of Pennsylvania School of Nursing (1988)


The Association Between Neighborhood Factors and Bullying Among Adolescents with Asthma.

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Ethical Challenges for School Nurses During COVID-19

McCabe, E., & Jameson, B. E. (2022). In Nurses and COVID-19: Ethical consideration in pandemic care. (pp. 87-103). Springer.
School nurses balanced ethical challenges with the moral responsibility to students and the public health of the school community during a global pandemic. This balance revealed the critical role of the school nurse. We encourage school nurses to harness lessons learned during this pandemic to make proactive changes and eliminate structures that did not support practice. School nurses must use their voices and demand change; school systems have a moral responsibility to all stakeholders.

Perceptions of School Nurses in Addressing Student Mental Health Concerns: An Integrative Review

Kaskoun, J., & McCabe, E. (2022). Journal of School Nursing, 38(1), 35-47. 10.1177/10598405211046223
Mental health disorders in school-aged children are on the rise. The need for mental health care is well recognized, and the provision of this care in schools is recommended. An integrative review explored how school nurses view their role in addressing students’ mental health. Fourteen articles were identified, eleven using a qualitative design and three using a quantitative design. Findings suggest that school nurses see their role as trusted members of the school community. They perceive upholding standards of practice as an integral part of their position and recognize competence in mental health care to be highly important. Practice recommendations include providing school nurses with evidence-based training on managing the mental health needs of students, as well as ensuring access to school nurses who can provide mental health supervision in the community.

Risk Factors Associated With Bullying at School and Electronic Bullying in U.S. Adolescent Females With Asthma

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The Role of School Connectedness in Supporting the Health and Well-Being of Youth: Recommendations for School Nurses

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School health services for children with chronic health conditions in California public secondary schools: Findings from the 2018 school health profiles survey

McCabe, E., Jameson, B. E., & Strauss, S. (2022). Journal of the American Nurses Association of New York, 2(1), 12-18. 10.47988/janany.53644423.2.1
More than 20% of school districts in the United States do not have policies on identification and case management for students with chronic health conditions (CHCs), suggesting that these students’ health needs may not be met during the school day. Prior research reports a gap in policy implementation and the actual provision or operationalization of the policy into action. While there is limited research on school health policies, little is known about the actual provision of the services that such policies indicate should be provided. Notably, the actual provision of health services in U.S. schools, particularly regarding CHC management and its association with school nurse employment, is underreported. Using data from the 2018 School Health Profiles (SHP) Survey, health services including administering daily medication, providing stock rescue medication, providing case management, facilitating community partnering, and providing disease-specific education were examined in California public secondary schools together with school nurse employment. Complex sampling analysis and chi-square statistics were used to examine the statistical associations. A significantly greater proportion of schools with a full- or part-time nurse compared with schools with no nurse provided: (1) daily medication administration (82.1% vs. 68.1%; p = .014); (2) case management services (75.8% vs. 62.0%; p = .031); (3) disease-specific education for parents and families (44.9% vs. 25.7%; p = .016); and (4) parent and student connection to health services in the community (83.7% vs. 72.2%; p = .035). Findings suggest that nationally representative data, such as SHP, contain important information for states to review regarding school health policies and provision of services. Further research needs to expand these findings to better understand school health policy and practice and its alignment with state and federal laws to support all children, especially those with CHCs.

School Nurses Matter: Relationship Between School Nurse Employment Policies and Chronic Health Condition Policies in U.S. School Districts

McCabe, E. M., Jameson, B. E., & Strauss, S. (2022). Journal of School Nursing, 38(5), 467-477. 10.1177/1059840520973413
The increasing prevalence of chronic health conditions (CHCs) in school-aged children highlights the need to better understand school health services’ role regarding CHCs. Using U.S. nationally representative district-level data from the 2016 School Health Policies and Practices Study, we examined whether having policies on school nurses’ employment was associated with having policies on CHCs and whether having such policies varied by geographic location. Compared to districts without such employment policies, districts with such policies (52.3%) were significantly more likely to have CHC management policies. For each CHC policy examined, more than 20% of school districts did not have the CHC policy, with Northeast districts having the greatest proportion of such policies and West districts having the least. Thus, many students’ CHC needs may not be met at school. It is important for school nurses to play a key role in advocating for the development of school-based policies on CHCs.

An Evidence-Based Framework for Implementation of a School-Community Partnership

McCabe, E. M., Kaskoun, J. R., Murphy, E. L., Polkinghorn, M., & Elkind, J. A. (2021). NASN School Nurse (Print), 36(3), 164-169. 10.1177/1942602X20964765
School-community partnerships (SCPs) are collaborative efforts between schools and community organizations geared toward improving the health of school-age children through care coordination. These partnerships are ideal for youth with acute and chronic illness because they can implement evidence-based interventions and offer skills and education to support youth self-management and academic success. Utilizing the chronic condition of asthma as an exemplar, this article highlights several successful SCPs and how they are mutually beneficial to both the school and community. Additionally, this article offers strategies for stakeholders, including school nurses, to establish an SCP. SCPs lay the foundation for supporting community- and school-based health and lend themselves to a healthier future for youth.

Factors Associated With School Nurses’ Self-Efficacy in Provision of Asthma Care and Performance of Asthma Management Behaviors

McCabe, E. M., McDonald, C., Connolly, C., & Lipman, T. H. (2021). Journal of School Nursing, 37(5), 353-362. 10.1177/1059840519878866
Asthma is a chronic disease affecting nearly 6 million children in the United States and accounts for nearly 14 million missed school days. School nurses’ performance of asthma management behaviors (AMBs) may reduce exacerbations, thereby decreasing emergency visits and hospitalizations and increasing attendance at school. Self-efficacy can have a positive effect on AMBs. More research is needed on the interplay between environmental factors in school nurses’ work setting, self-efficacy in providing asthma care (hereafter “self-efficacy in asthma care”), and performance of AMBs. This study used a descriptive cross-sectional online survey design with practicing registered school nurses in Pennsylvania (N = 231). Data analysis included descriptive statistics, correlation tests, and multiple regression. In separate models, self-efficacy in asthma care and student–nurse ratio were significantly associated with performance of AMBs. Schools and school nurses need stronger efforts to strengthen self-efficacy in asthma care, with the goal of increasing nurses’ performance of AMBs.

Mental Health Screenings: Practices and Patterns of These and Other Health Screenings in U.S. School Districts

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