Sally S Cohen


Sally Cohen headshot

Sally Cohen


Clinical Professor

1 212 992 5929

433 First Avenue
Room 648
New York, NY 10010
United States

Accepting PhD students

Sally Cohen's additional information

Sally S. Cohen, FAAN, PhD, RN, is a clinical professor at NYU Rory Meyers College of Nursing. As a nationally recognized leader in advancing health policy and nursing at the national and state levels, she helps integrate health policy into nursing education, practice, and research. Her interdisciplinary scholarship encompasses public health, children’s rights, bullying prevention, and the politics of policymaking for children’s issues. As the editor-in-chief of Policy, Politics & Nursing Practice from 2014 to 2019, Cohen helped to create a vibrant forum for nurses and others globally to share ideas and analyses of policies and political activities that affect nursing practice in all venues of care.

Before joining NYU as faculty, Cohen was the 2014–2015 NAM/AAN/ANA/ANF Distinguished Nurse Scholar-in-Residence at the Institute of Medicine (now the Academy of Medicine). Before that, she directed the Robert Wood Johnson Foundation Nursing and Health Policy Collaborative at the University of New Mexico. The collaborative, which wrapped up its work in 2017, prepared nursing PhD students for leadership in health policy. As director of policy and research at the National League of Nursing, Cohen helped advocate for legislation that in 1985 established the National Institute of Nursing Research. She also developed and directed the Nursing Management, Policy, and Leadership specialty at the Yale School of Nursing.

Among her many honors, Cohen received the 2019 Lois Capps Policy Luminary Award from the American Association of Colleges of Nursing for her exceptional contributions to the nursing workforce and healthcare policy. She was honored by Yale School of Nursing with its “90 Outstanding Yale Nurses” award in 2013. In 2008, she received the Kaplan-Landy Award for Vision, Innovation, and Leadership from the Hadassah Nurses Council. She was elected to the New York Academy of Medicine in 2006 and the American Academy of Nursing in 1988.

Cohen earned her PhD from Columbia University, MSN from Yale University, and BA from Cornell University.

PhD - Columbia University
MSN - Yale University
BA - Cornell University

Community/population health
Health Policy

American Academy of Nursing
American Nurses Association
American Political Science Association
International Bullying Prevention Association
Pediatric Endocrine Nurses Society

Faculty Honors Awards

Lois Capps Policy Luminary Award, American Association of Colleges of Nursing (2019)
90 Nurses for 90 Years, Yale University School of Nursing (2013)
Kaplan-Landy Award for Vision, Innovation, and Leadership, Hadassah National Nurses Council (2008)
Elected to the New York Academy of Medicine (2006)
Ellen Rudy Clore Excellence in Writing Award, Journal of Pediatric Health Care (1998)
Marisa de Castro Benton Prize, for outstanding dissertation in Sociomedical Sciences, Columbia University (1993)
Dissertation approved with distinction (1993)
Elected to American Academy of Nursing (1988)
Elected to Sigma Theta Tau, International, Honor Society for Nursing, as charter member Delta Mu Chapter (1979)


Commemorating the U.S. Cadet Nurse Corps

Cohen, S. S. (2019). Policy, Politics, and Nursing Practice, 20(2), 55-56. 10.1177/1527154419859747

Message From the Editor in Chief

Cohen, S. S. (2019). Policy, Politics, and Nursing Practice, 20(1). 10.1177/1527154419851496

New Trends in Publishing

Cohen, S. S. (2019). Policy, Politics, and Nursing Practice, 20(3), 111-112. 10.1177/1527154419878328

Preventing adverse health outcomes among children and adolescents by addressing screen media practices concomitant to sleep disturbance

Riesch, S. K., Liu, J., Kaufmann, P. G., Doswell, W. M., Cohen, S., & Vessey, J. (2019). Nursing Outlook, 67(4), 492-496. 10.1016/j.outlook.2019.06.009

Reframing child rights to effect policy change

Cohen, S. S., Fry-Bowers, E., Bishop-Josef, S., O’Neill, M. K., & Westphaln, K. (2019). Nursing Outlook, 67(4), 450-461. 10.1016/j.outlook.2019.02.012
Background: Much of the discourse surrounding children's advocacy in the United States relies on a rights-based approach. We argue that this approach has limitations that impede progress in advancing children's well-being. Purpose: The purpose of this article is to explain alternatives to a rights-based approach in advocating for children, such as developmental, economic, capabilities, and mutualism frameworks. Methods: Our analysis is based on the independent work of two separate university-based groups studying children's rights; the authors were each members of one of the groups and subsequently integrated their findings for this article. Discussion: US policies for children, especially in the domains of health and education, depict an unevenness that results in many children failing to receive certain critical services and benefits. Relying on a rights-based approach to correct these disparities and inequities is contentious and has yet to sufficiently change state and federal policies or improve children's health outcomes. Other approaches are needed to advance children's well-being. Conclusion: Nurses individually and collectively need to be mindful of the pitfalls of a rights-based approach and use other frameworks in advocating for children and youth.

Transitions, Reflections, and Visions for the Future

Cohen, S. S. (2019). Policy, Politics & Nursing Practice, 20(4), 179-180. 10.1177/1527154419894828

Bullying and other behavioral problems at school

Cohen, S. S., & Weidel, J. J. (2018). In Behavioral Pediatric Healthcare for Nurse Practitioners (pp. 267-278). Springer Publishing Company. 10.1891/9780826116819.0021
This chapter provides an overview of behavioral issues in school settings. Major topics covers the explanations of why school settings can pose challenges for behavior; etiology, manifestations, and consequences of behavioral challenges in school settings; and bullying among children and youth as an example of a challenging behavior at school. The chapter discusses the behavioral problems with teachers and parents, it’s important for pediatric primary care providers (P-PCPs) to remember that descriptions of aggressive behaviors vary in severity, frequency, and seriousness of the acts themselves. Urge teachers and parents to observe and report the exact behaviors, their duration, possible catalysts, and impacts of the behaviors on the student, peers, and classroom learning. The chapter concludes with a summary of recommendations for P-PCPs who, with the correct knowledge about bullying behaviors, can intercept the problems while working with children who are affected by behavioral challenges at school.

Education Disparities

Cohen, S. S. (2018). Policy, Politics, and Nursing Practice, 19(3), 55-56. 10.1177/1527154418817679

PENS Position Statement on Bullying Prevention

Cohen, S. S., & Dwyer, A. (2018). Journal of Pediatric Nursing, 39, 91-93. 10.1016/j.pedn.2017.12.007

Health-Care Reform U.S. Style

Cohen, S. S. (2017). Policy, Politics & Nursing Practice, 18(2), 59-60. 10.1177/1527154417729072