Sally Cohen's additional information
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Sally S. 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.
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 College 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
Message From the Editor in Chief
Cohen, S. S. (2019). Policy, Politics, and Nursing Practice, 20(1), 3. 10.1177/1527154419851496New Trends in Publishing
Cohen, S. S. (2019). Policy, Politics, and Nursing Practice, 20(3), 111-112. 10.1177/1527154419878328Preventing 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.2019.06.009Reframing child rights to effect policy change
AbstractCohen, 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.2019.02.012AbstractBackground: 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. 10.1177/1527154419894828Bullying and other behavioral problems at school
AbstractCohen, S. S., & Weidel, J. J. (2018). In Behavioral Pediatric Healthcare for Nurse Practitioners (1–, pp. 267-278). Springer Publishing Company. 10.1891/9780826116819.0021AbstractThis 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. 10.1177/1527154418817679PENS Position Statement on Bullying Prevention
Cohen, S. S., & Dwyer, A. (2018). Journal of Pediatric Nursing, 39, 91-93. 10.1016/j.pedn.2017.12.007Health-Care Reform U.S. Style
Cohen, S. S. (2017). Policy, Politics & Nursing Practice, 18(2), 59-60. 10.1177/1527154417729072Letter From the Editor: Guest Editorials
Cohen, S. S. (2017). Policy, Politics, and Nursing Practice, 18(1), 6. 10.1177/1527154417711059