
Sally Cohen
PhD RN FAAN
Clinical Professor
sally.cohen@nyu.edu
1 212 992 5929
433 First Ave
New York, NY 10010
United States
Sally Cohen's additional information
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Sally Cohen, PhD, RN, PNP, FAAN is a Clinical Professor at NYU Rory Meyers College of Nursing. Her interdisciplinary scholarship spans nursing, child health, public health, and political science. She teaches graduate nursing courses in health policy and “issues and trends in nursing and health care.” Prof Cohen has chaired many PhD dissertation and DNP Project committees.
Prof. Cohen’s most recent scholarship focuses on systems of care for children and youth with special health care needs. In particular, she studies health issues in education transitions for young children with developmental behavioral disabilities.
Prior to joining the faculty at NYU Meyers, Cohen was 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. She has held tenured faculty positions at Yale and the University of New Mexico. At Yale, she developed and directed the Nursing Management, Policy, and Leadership specialty, which was the precursor to Yale’s DNP program. She also was on the executive committee of the Yale Interdisciplinary Center for Bioethics. 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 has also practiced as an RN and a PNP.
Among her many honors, Cohen received the Ellen Rudy Clore Excellence in Writing Award from the Journal of Pediatric Health Care (2023,1998), the Lois Capps Policy Luminary Award from the American Association of Colleges of Nursing, and was honored by Yale School of Nursing with its “90 Outstanding Yale Nurses” award. She received the Kaplan-Landy Award for Vision, Innovation, and Leadership from the Hadassah Nurses Council and was elected to the American Academy of Nursing in 1988. She received the Marisa de Castro Benton Prize, for an outstanding dissertation in Sociomedical Sciences, Columbia University
Cohen earned her PhD from Columbia University, MSN from Yale University, and BA from Cornell University.
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PhD, Columbia UniversityMSN, Yale UniversityBA, Cornell University
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PediatricCommunity/population healthHealth Policy
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American Academy of NursingAmerican Nurses AssociationAmerican Political Science AssociationAmerican Public Health AssociationNational Association of Pediatric Nurse PractitionersSociety for Developmental and Behavioral Pediatrics
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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)Dissertation approved with distinction (1993)Marisa de Castro Benton Prize, for outstanding dissertation in Sociomedical Sciences, Columbia University (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) -
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Publications
Developmental Behavioral Clinicians Perspectives on Education Transitions for Young Children with Developmental Disorders
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AbstractCohen, S. (2024).AbstractPanelist for this workshop. Helped develop and present it.Child Health Clinicians’ Perspectives on Education Transitions for Young Children with Developmental Disabilities. Poster presentation. Annual Meeting of the American Education Research Association, Philadelphia, PA.
AbstractCohen, S. (2024).AbstractPoster prsented at Special Education Section of American Education Rearch Association.Dental Coverage for Medicare Beneficiaries
Failed retrieving data.Systems of care for children and youth with special heatlh care needs
AbstractCohen, S., & Toly, V. (2023).Abstract~Combined Race and Gender Trend Disparities in Depressive Symptoms among U.S. High School Students : 1999–2019
AbstractGrunin, L., Yu, G., & Cohen, S. (2022). (Vols. 43, Issues 9, pp. 824-834). 10.1080/01612840.2022.2067274AbstractIn 2019, over 3.2 million adolescents in the U.S. reported depressive symptoms—a number that continues to increase annually. Not only can depression negatively impact an adolescent’s academic performance, social development, and cognitive function, but it is also the most common condition associated with suicide. Previous studies have reported prevalence rates and statistical trends by either gender or race. We conducted an in-depth analysis of the current racial and gender trend disparities in adolescent depressive symptoms by examining linear and quadratic trends from the Youth Behavior Risk Survey (N = 158,601) over two decades (1999–2019), stratified by gender and race subgroups, both separately and combined. This novel quantitative method allows for a more nuanced approach when exploring social and cultural influences on adolescent depressive symptoms. We found a significant difference in the prevalence of depressive symptoms between males and females among Black, Hispanic, and multiracial adolescents in each separate year of pooled data. However, an increased prevalence trend over the 20-year period was only seen among the females of these three racial categories. White and Asian female adolescents also exhibited a statistical increase in prevalence of depressive symptoms over time. The only group of males with a significant trend increase over time were White adolescents. Understanding the intersection of gender and race in adolescent depressive symptoms trends enhances evidence for nurses and other healthcare professionals when developing and implementing targeted, effective prevention and intervention measures.School Nurses’ Perspectives of Bullying Involvement of Adolescents with Chronic Health Conditions
AbstractCohen, S., Grunin, L., & Guetterman, T. C. (2022). (Vols. 9, Issues 3, pp. 877-893). 10.14485/HBPR.9.3.5AbstractObjective: Our primary objective was to understand bullying as it pertains to middle school students with chronic physical or behavioral health conditions by examining it through the lens of school nurses. A second objective was to understand issues pertaining to implementation of New York’s bullying prevention law with a focus on these same students. Methods: We employed a qualitative descriptive design with purposive sampling to explore perspectives of school nurses in New York State who worked in public middle schools. Using a semi-structured protocol, we conducted audio-recorded telephone interviews that were transcribed for subsequent thematic analysis. Results: Twelve nurses agreed to be interviewed. Results revealed participants’ understanding of bullying as related to students with chronic health conditions, especially those with behavioral health issues. Results also showed nurses’ limited understanding of New York’s bullying prevention law and missed opportunities for school nurses as champions of students with chronic health conditions who are bullied. Conclusions: Education and health care professionals should collaborate to disseminate information to school personnel about the risks of bullying for students with chronic health conditions and operationalize plans for prevention.An Integrative Review of Experiences Parenting Transgender and Gender Diverse Children
AbstractWarner, A., Dorsen, C., Navarra, A. M., & Cohen, S. (2021). (Vols. 27, Issues 4, pp. 304-326). 10.1177/10748407211001559AbstractTransgender and gender diverse (TGD) children face increased behavioral health risks including suicidal behaviors and substance abuse. Parental affirmation is associated with behavioral health outcomes similar to non-TGD peers. This integrative review synthesizes and appraises evidence regarding experiences of parenting a TGD child in the United States or Canada from 2008 to 2018. Most parents across these 15 studies described affirming their child’s gender at time of interview. Parents reported initial interpersonal processes (emotions, concerns, beliefs), sought education (frequently online), and described interactions with family members and professionals that were not always affirming. Parents accessed support groups but described their own well-being as a low priority relative to the child’s needs. Parents’ own needs for well-being may affect the process of parenting a TGD child and should be explored. Future research should address the experiences of non-parent family members and participants from more diverse backgrounds. Nursing education must consistently address gender affirming care.The Relationship Between Youth Cyberbullying Behaviors and Their Perceptions of Parental Emotional Support
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