Taking Stock and Moving Forward:

1. Taking Stock and Moving Forward:HPPAE Measuring Student OutcomesJoAnn Damron Rodriguez, UCLA Noell Rowan, University of North Carolina, Wilmington &Julie Birkenmaier, Saint Louis University, October 3rd, 2013

2. www.socialworkleadership.org Taking Stock and Moving Forward: A series of three webinars looking at: • What’s been learned from HPPAE evaluation data, • What questions have been addressed in published articles, • What further research questions to consider • and How the instruments and data can be used What we can Learn from HPPAE Graduates Date: Thursday, October 24th, 2013, 2:00 EST Facilitators: Emily Greenfield, Rutgers University, Sang Rachel Lee, San Jose State University & Bert Chantarat, Center for Evaluation and Applied Research (CEAR) at NYAM HPPAE Institutional Outcomes and Implications for Policy Date: Thursday, November 7th, 2013, 2:00 EST Facilitators: Vicky Rizzo, Binghamton University, Pat Volland, Social Work Leadership Institute at Silberman School of Social Work at Hunter College & Linda Weiss, CEAR at NYAM

3. HPPAE Measuring Student Outcomes • Instruments Developed and Tested in the HPPAE Collaborative Evaluation • Exemplary Articles Published Using the National HPPAE Dataset (See HPPAE Publication Bibliography) • Future Research Questions for Social Work Education Using the Instruments and/or the HPPAE Dataset

4. HPPAE Instruments:Measuring Student Outcomes • HPPAE STUDENT PRE-TEST • A. CAREER INTEREST (2RD webinar) • B1. REVISED KNOWLEDGE OF AGING FOR GERIATRIC SOCIAL WORK QUIZ • B2. GERONTOLOGICAL PRACTICE-BASED SOCIAL WORK QUIZ • C. KNOWLEDGE OF SERVICES FOR OLDER ADULTS • D. HPPAE GERIATRIC SOCIAL WORK COMPETENCY SCALE II • E. FIELD INSTRUCTOR VERSION COMPETENCY SCALE II • F. BACKGROUND INFORMATION • HPPAE STUDENT POST-TEST • A. BACKGROUND INFORMATION • B. All THE ABOVE KNOWLEDGE AND COMPETENCE MEASURES • C. CAREER INTEREST (2RD webinar) • CAREER TRACKING (2rd webinar) • INSTITUTIONAL LEVEL DATA (3RD webinar)

5. Background Variables • VARIABLES • Academic • Experience with Older Adults • Demographic • Measured with some variation Pre & Post • Measured for students & field instructors (Pre)

6. B1. REVISED KNOWLEDGE OF AGING FOR GERIATRIC SOCIAL WORK QUIZ • Developed to assess knowledge of aging as an outcome of gero social work education • Selected 25 items from versions of Facts of Aging Quiz (Palmore, 1998) based on biopsychosocial framework • Multiple choice items • Score range from 0 to 25

7. Findings KASW Summary • KASW was strongly correlated with students’ aging-related educational experiences • KASW was strongly correlated with students’ self-rated geriatric social work competency • Psychological and social items in KASW were more strongly correlated than to the biological ones • Analysis demonstrated good reliability, Cronbach’s Alpha (α) = .84 • Language Palmore outdated, some items markedly weaker, need for revision

8. Examples Revised KASW 6. With age, intelligence: a. Declines for all types of intelligence b. Decreases in some domains and increases in others c. Increases until age 70, and then decreases d. Shows no change over time e. Don’t know 7. Personality changes with age: a. Occur rapidly in advanced age b. Are minimal and remain stable through adulthood c. Occur slowly but are marked when comparing young and old d. Occur early in mid-life and then remain stable e. Don’t know

9. B2. GERONTOLOGICAL PRACTICE-BASED SOCIAL WORK QUIZ (NEW) • 12 items, multiple choice, Similar to ASWB Licensure Items • Example 4. A social worker made a home visit to an older person and assessed the client’s mental status as alert and oriented. Three weeks later the social worker makes a follow-up visit and finds the older person disoriented and incoherent. What should the social worker assess for FIRST? a. Depression b. Dementia c. Delirium d. Alzheimer’s Disease e. Don’t know

10. C. KNOWLEDGE OF SERVICES FOR OLDER ADULTS • 12 items • Matching of Community- based Services • Social work higher than physicians and little change factor Source: Damron-Rodriguez, J.A., Frank, J., Heck, E., Liu, D., Sragow, S., Cruise, P., & Osterweil, D. (1998). Physician knowledge of community-based care: What’s the score? Annals of Long-Term Care, 6(4), 112-121.

11. D. HPPAE GERIATRIC SOCIAL WORK COMPETENCY SCALE II • Domains of geriatric social work skills relevant to field education • I. Values, ethics and theoretical perspectives • II. Assessment • III. Intervention • IV. Aging services, programs and policies • V. LEADERSHIP IN THE PRACTICE ENVIRONMENT OF AGING* • 10 items in each domain (Total=50) • Rating on 5-point Likert scale 0 ----------------- 1 ------------------ 2 ------------------ 3 ---------------- 4 Not skilled at all - Beginning skill - Moderate skill - Advanced skill - Expert skill *NEW

12. Leadership Competencies: The Latest Additions • Identified through HPPAE Consensus Panel • Guided by Principles for Gero Education and Practice (CalSWEC Aging Initiative) • Focused on practice in the community and policy arena • Relevant for both micro/macro practice • Considered life-long learning goals

13. Multiple Goals for Competency Measurement

14. E. FIELD INSTRUCTOR VERSION COMPETENCY SCALE II • A measurement beyond self efficacy • Administer of the Pre-test after acquaintance period • “Do not know” category added

15. Pre-test Post-test Student Self-Assessment of Geriatric Competencies Field Instructor Rating of Student Competence

16. National Incorporation of Gero Social Work Competencies I. Council on Social Work Education (CSWE) 2008 Educational Policy and Accreditation Standards (EPAS) • a competency-based outcome approach to curriculum design • a focus on student outcomes based in practice behaviors • competencies are measurable practice behaviors II.Hartford Geriatric Social Work Initiative Task Force for Advanced Gero Practice (2009) Relating Gero Social Work Knowledge and Practice Behaviors to EPAS

17. Future Research Questions for Social Work Education Competency Generalist/ Advanced Knowledge, skills that all SW students should have about aging/ Knowledge, skills required for specialized practice in aging Competency Level of Social Work Education (Norming) Baccalaureate MSW Post-graduate Relationship of GSW Competencies to EPAS Student background variables/experience and outcome Career variables and competency/ knowledge outcomes Validity/reliability of Field Instructor GSW Scale

18. www.socialworkleadership.org Noell Rowan Associate Professor University of North Carolina, Wilmington

19. www.socialworkleadership.org Publication • Rowan, N. L., Faul, A. C., Birkenmaier, J., Damron-Rodriguez, J. (2011). Social work knowledge of community-based services for older adults: An educational model for social work students. Journal of Gerontological Social Work, 54 (2), 189-202.

20. www.socialworkleadership.org Rationale for this article • Initiated through discussions with JoAnn Damron-Rodriguez about her prior work with physicians and measuring knowledge about community-based services for older adults. • Desire to know more about social work student knowledge

21. www.socialworkleadership.org Measures utilized • Pre-post KASW • Geriatric Social Work competency scale II • Pre-post Knowledge of services for older adults (specific relevant items)

22. www.socialworkleadership.org Results • Sample of N=353 • Students from 35 schools • Demonstrates positive outcomes from HPPAE model • Statistically significant improvement from pre-post test scores on KASW and GSW Competency Scale II • Positive trend indicated in pre-post measures from Knowledge of Services for older adults

23. www.socialworkleadership.org Future Research Questions for Social Work Education • More work is needed to continue to evaluate HPPAE model as to if education improves scores on measures • What efforts are being made to improve social work knowledge and skills with community-based services for older adults?

24. www.socialworkleadership.org Publication Greenfield, E., Morton, C., Birkenmaier, J., & Rowan, N. L. (2013). Optimizing geriatric social work education: Program individual characteristics that promote competencies. Journal of Gerontological Social Work, 56, 356-377.

25. www.socialworkleadership.org Rationale for this article • Initiated discussion among colleagues in national conferences about next steps to use HPPAE data • Interest in using large dataset regarding program and individual student characteristics and ways to optimize geriatric social work education

26. www.socialworkleadership.org Theoretical Framework • Bioecological systems theory provides framework for exploring the extent to which individual student and program characteristics are associated with students’ competence in aging

27. www.socialworkleadership.org Results • HLM was used to examine associations between individual student and program characteristics and changes in students’ competency in social work and aging.

28. www.socialworkleadership.org Where were knowledge and competency gains? • Full time students showed greater gains in knowledge on aging- most robust and largest association between individual student characteristics and changes in competencies. • Having a field rotation with more structure (concurrent and sequential) demonstrated increased knowledge and competency gains.

29. www.socialworkleadership.org Where were knowledge and competency gains? • Advanced level students showed higher knowledge gains as compared with generalist level students

30. www.socialworkleadership.org Future Research Questions for Social Work Education • Further research to examine student and program characteristics to more fully understand student knowledge gains about aging services

31. www.socialworkleadership.org Julie Birkenmaier, Associate Professor Saint Louis University

32. www.socialworkleadership.org Social work knowledge of facts on aging: Influence of field and classroom education Methods: N=323 student participants at 11 universities Measure: Palmore Facts on Aging Quiz Pre- and post-test data collected Results: -Improvement in knowledge scores (p=.0001) for graduates of the enhanced field education programs. -Taking prior aging course work was a significant (p=.0001) influence on knowledge scores pre- and post-test. Discussion: -Increased knowledge of aging was found when experiential and didactic learning was combined Birkenmaier, J. M., Rowan, N., Damron-Rodriguez, J., Lawrance, F. & Volland, P (2009). Educational Gerontology, 35(9), 784-800.

33. www.socialworkleadership.org Knowledge outcomes within rotational models of social work field education Methods: 231 students in the HPPAE project took the KASW pre- and post-test. Results: -Students in concurrent rotation model showed higher posttest knowledge score -The number of ways in which programs use geriatric social work competencies positively influences posttest knowledge scores -Students who completed field education in long-term care facilities experienced higher posttest knowledge scores Birkenmaier, J. M., Curley, J, & Rowan, N. (2012). Journal of Gerontological Social Work, 55(4), 321-336.

34. www.socialworkleadership.org Future Research Questions for Social Work Education -What is the optimal field and classroom content and structure needed to maximize knowledge gains in combined experiences? -What would an optimal curriculum for preparation in serving older adults, one composed of both coursework and aging-enriched field experience, look like? -Why do students experience a higher level of knowledge in concurrent field models? -Do concurrent field education situations in which students maintain one field instructor differ relative to knowledge outcomes from concurrent field education in which more than one field instructor is Involved? -What is the optimal number, use, and mix of geriatric social work competencies in field education?