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
Advancing policy, politics, and nursing practice to its next stage
AbstractCohen, S. (2014). (Vols. 15, Issue 3-4, p. 63). 10.1177/1527154414568258Abstract~Interprofessional and Interdisciplinary Collaboration : Moving Forward
AbstractCohen, S. (2014). (Vols. 14, Issue 3-4, pp. 115-116). 10.1177/1527154414533616Abstract~The Future of Nursing Report Three Years Later : An Interview with Susan B. Hassmiller, PhD, RN, FAAN, Senior Advisor for Nursing at the Robert Wood Johnson Foundation
AbstractCohen, S. (2013). (Vols. 14, Issues 2, pp. 79-85). 10.1177/1527154413497403Abstract~Remembering Donna Diers
AbstractCohen, S. (2013). (Vols. 14, Issue 1, pp. 3-4). 10.1177/1527154413493476Abstract~Nursing Testimony Before Congress, 1993-2011
AbstractCohen, S., & Muench, U. (2012). (Vols. 13, Issues 3, pp. 170-178). 10.1177/1527154412471201AbstractThis article describes nurses' testimony before congressional committees between1993 and 2011. We address three questions: (a) How have trends in nurses' testimony changed over time? (b) What do data reveal about nursing's engagement with health policy issues on the congressional agenda? (c) How might the findings be useful in implementation of health care reform and the Institute of Medicine report on the Future of Nursing. Using LexisNexis® Congressional online database, we identified 434 nursing testimonies presented at congressional hearings. Descriptive statistics were used to examine characteristics of the nurse expert witnesses and the testimonies topics on which they testified. Nurses most frequently testified on workforce issues (36%), followed by access and coverage (14%). The majority of the nurse witnesses had graduate degrees 65% and lived and worked in fewer than 10 states. Nurses appeared before House or Senate appropriations committees 38% more often than before any other congressional committees. Our findings point to the need for additional research, especially given the crescendo of calls for nursing to step up to the political table. The article concludes with implications for future research and policy action.Reframing Child Health Policy
AbstractCohen, S. (2012). (Vols. 13, Issues 3, pp. 128-129). 10.1177/1527154412471202Abstract~Lessons Learned in Research, Collaboration, and Dissemination in a National Institute of Nursing Research-Funded Research Center
AbstractCohen, S., Luekens, C., & McCorkle, R. (2011). (Vols. 27, Issues 3, pp. 153-160). 10.1016/j.profnurs.2010.10.009AbstractThis 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
AbstractNovick, G., Sadler, L. S., Kennedy, H. P., Cohen, S., Groce, N. E., & Knafl, K. A. (2011). (Vols. 21, Issue 1, pp. 97-116). 10.1177/1049732310378655AbstractGroup 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
AbstractCohen, S. (2010). (Vols. 11, Issues 4, pp. 251-252). 10.1177/1527154411400879Abstract~Implementation of the Child Care and Development Block Grant : A research synthesis
AbstractCohen, S., & Lord, H. (2005). (Vols. 53, Issues 5, pp. 239.e1-239.e6). 10.1016/j.outlook.2005.03.011AbstractThe 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.