Sally S Cohen

Faculty

Sally Cohen headshot

Sally Cohen

FAAN PhD RN

Clinical Professor

1 212 992 5929

433 First Ave
New York, NY 10010
United States

Accepting PhD students

Sally S. Cohen, FAAN, Ph.D., 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 Ph.D. 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. 

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

Pediatric
Community/population health
Health Policy

American Academy of Nursing
American Nurses Association
American Political Science Association
American Public Health Association
National Association of Pediatric Nurse Practitioners
Society for Developmental and Behavioral Pediatrics

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)

Reframing Child Health Policy

Cohen, S. S. (2012). Policy, Politics, and Nursing Practice, 13(3), 128-129. 10.1177/1527154412471202

Lessons Learned in Research, Collaboration, and Dissemination in a National Institute of Nursing Research-Funded Research Center

Cohen, S. S., Luekens, C., & McCorkle, R. (2011). Journal of Professional Nursing, 27(3), 153-160. 10.1016/j.profnurs.2010.10.009
Abstract
Abstract
This article provides the key findings of interviews and focus groups with researchers and administrators throughout a P30 Center on the issues of collaboration among researchers, multidisciplinary research, center support, and dissemination. The most notable findings confirmed throughout this process include methods of collaboration and shared strategies for subject recruitment. Specifically, the researchers participating in the P30 Center recommended that a research-intensive environment facilitate the ability of investigators to discuss their methods, struggles, and findings in ways that unite investigators toward a common goal to advance the science and improve health care. Researchers become isolated easily, thus running the risk of losing valuable time by duplicating others' work, falling short in fulfilling their commitments to scientific research, and losing opportunities to learn from each others' experiences. Especially in the realm of subject recruitment and study design, researchers often have similar problems and can benefit from both informal conversations and structured forums. Based on these findings, the authors provide recommendations for future collaborative research in schools of nursing. These include establishing certain key institutional structures and mechanisms by which established researchers can interact with junior investigators to train and mentor them.

Women's experience of group prenatal care

Novick, G., Sadler, L. S., Kennedy, H. P., Cohen, S. S., Groce, N. E., & Knafl, K. A. (2011). Qualitative Health Research, 21(1), 97-116. 10.1177/1049732310378655
Abstract
Abstract
Group prenatal care (GPNC) is an innovative alternative to individual prenatal care. In this longitudinal study we used ethnographic methods to explore African American and Hispanic women's experiences of receiving GPNC in two urban clinics. Methods included individual, in-depth, semistructured interviews of women and group leaders in GPNC, participant observation of GPNC sessions, and medical record review. GPNC offered positive experiences and met many of women's expressed preferences regarding prenatal care. Six themes were identified, which represented separate aspects of women's experiences: investment, collaborative venture, a social gathering, relationships with boundaries, learning in the group, and changing self. Taken together, the themes conveyed the overall experience of GPNC. Women were especially enthusiastic about learning in groups, about their relationships with group leaders, and about having their pregnancy-related changes and fears normalized; however, there were also important boundaries on relationships between participants, and some women wished for greater privacy during physical examinations.

Guest editorial: Policy strategies for reducing health disparities

Cohen, S. S. (2010). Policy, Politics, and Nursing Practice, 11(4), 251-252. 10.1177/1527154411400879

Implementation of the Child Care and Development Block Grant: A research synthesis

Cohen, S. S., & Lord, H. (2005). Nursing Outlook, 53(5), 239.e1-239.e6. 10.1016/j.outlook.2005.03.011
Abstract
Abstract
The Child Care and Development Block Grant (CCDBG) is the largest source of state and federal child care assistance. Between 1996-2004, the number of reports on state implementation of the CCDBG soared. Using the matrix method, this article synthesizes 39 reports from public and private entities on how states differed in the use of CCDBG funds. We found considerable variation among states with regard to populations served, financing of child care through CCDBG and TANF (Temporary Assistance to Needy Families), administration of the CCDBG, and use of its quality set-asides. This issue is of prime importance to nurses who work with low-income families with children, especially because quality, accessibility and affordability of child care affects a child's emotional, social, cognitive, and physical development. The CCDBG reauthorization and annual appropriations are currently on the congressional agenda and warrant nurse's input for ongoing sustainability and support. Recommendations for policy and future research are included.

State Policies Regarding Nursing Delegation and Medication Administration in Child Care Settings: A Case Study

Heschel, R. T., Cohen, S. S., & Crowley, A. A. (2005). Policy, Politics, & Nursing Practice, 6(2), 86-98. 10.1177/1527154405275884
Abstract
Abstract
Medication administration is an essential component of quality child care, and nurses play a central role in assuring high-quality training of child care providers. Through key informant interviews and review of public documents, this case study explored the development of state statutes and regulations for medication administration training of child care providers in the state of Connecticut, nursing liability issues related to the definition of this activity, and the role of the Connecticut State Board of Examiners for Nursing. This article also examines the interpretation of the nursing role within this context as delegation versus professional activity and the impact of such designation on nursing practice, child care providers’ access to medication administration training by nurses, and children’s health status in child care settings. As a result of this case study, the Connecticut State Board of Examiners for Nursing revised its policies, demonstrating an exemplar linkage among research, practice, and policy.

Dietary Supplements: Policy and Research Implications for Nurses

Xue, Y., & Cohen, S. S. (2004). Policy, Politics, & Nursing Practice, 5(3), 149-159. 10.1177/1527154404266586
Abstract
Abstract
Millions of Americans use dietary supplements without full knowledge of their effects. Given the serious safety issues surrounding dietary supplements and the potential for nurses to play pivotal roles as patient educators and policy advocates, this article describes laws and regulations pertaining to dietary supplements, relevant research, the role of organized interests in policy making for dietary supplements, and how other countries regulate dietary supplements. We offer recommendations for policy change and identify implications of this issue for nursing practice.

Nursing Ethics: Editorial comment

Olsen, D. P., & Cohen, S. (2004). Nursing Ethics, 11(4), 332-333. 10.1191/0969733004ne706ed

Recent events highlight importance of mental health services.

Pasacreta, J. V., Cohen, S. S., & Cataldo, J. (2002, January 1). In Nursing economic$ (Vols. 20, Issue 1, p. 39).

Rooms without Rules: Shaping Policies for Assisted Living Facilities

Chen, C. C. H., & Cohen, S. S. (2002). Policy, Politics, & Nursing Practice, 3(2), 188-197. 10.1177/152715440200300213
Abstract
Abstract
A burgeoning aging population, the desire of elders to “age in place,” and changes in family structure that leave elders with limited family supports have generated great interest in assisted living. Many baby boomers have the means to afford assisted living either for themselves or their aging family members. Additionally, in an effort to contain skyrocketing Medicaid expenditures, policy makers are interested in alternatives to nursing home care. As the number of assisted living facilities soars, calls for regulation are growing. Nurses have much to contribute to the formation of federal, state, and local assisted living policies. In particular, knowledge of regulatory issues and the agenda-setting process can enhance nursing’s influence in assisted living policy making. This article describes the issues surrounding policy making for assisted living with an eye toward promoting the role of nurses in this important policy area.