Collaborative Model of Social Work Education with Strong University – Agency Partnerships

1. Michael A. Patchner, Ph.D. Indiana University School of Social Work November 16, 2012 GSA Annual Program Meeting San Diego, CA Collaborative Model of Social Work Education with Strong University – Agency Partnerships

2. Requirements: 2 years of Full-time study or equivalent Components: Coursework Field Education Master of Social Work

3. Identify as a professional social worker and conduct oneself accordingly. Apply social work ethical principles to guide professional practice. Apply critical thinking to inform and communicate professional judgments. Engage diversity and difference in practice. Advance human rights and social and economic justice. Engage in research-informed practice and practice-informed research. Apply knowledge of human behavior and the social environment. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Respond to contexts that shape practice. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Master of Social WorkCore Competencies

4. Foundation: Human Behavior and the Social Environment Social Work Practice Social Welfare Policy Research Advanced Practice: Specialized Concentration e.g., Geriatric Practice, Mental Health, Health, Advanced Clinical Practice, etc. Master of Social WorkCoursework

5. Concurrent or Block Relies on agency-university partnerships Is systematically designed, supervised, and coordinated Is evaluated Field Education

6. It occurs in settings that reinforce student’s identification with the purposes, values, and ethics of the profession. It fosters the integration of empirical and practice-based knowledge. It promotes the development of professional competences. Field Education is Signature Pedagogy in Social Work Education

7. 900 hours of field education for MSW students Specific policies, criteria, and procedures for selecting agencies and field instructors Field liaison contacts with students and field instructors Orientation, training, and continuing dialog with agencies and filed instructors Evaluation of student learning and agency effectiveness in providing field instruction CSWE Accreditation Standards Require

8. Exceeds Accreditation Requirements Innovations in Field Education with Expanded Field Instructor Role Focused on strengthening agency-university partnerships Established collaborative relationships of mutual benefit HPPAE Model

9. Aging field agencies at the beginning of the 3 years of the demonstration phase was 0-86 At the end of demonstration period aging agencies numbered 18 to 201. Through HPPAE schools markedly increased the number of aging agencies field sites from 13% to 23% of the total agencies in a three year period For the Adoption phase, the range in number of aging field agencies in year 1 was 4-63, and in year 3 was 5-71 Additional Numbers and Types of Aging Agency Field Placements

10. HPPAE Agencies hired HPPAE graduates At the demonstration sites 40% of the graduates were hired by a field placement site At the adoption sites 25% of students were working at one of their HPPAE field practicum sites one year after graduation. Over the 12 years since the program began, many graduates have gone on to become field instructors and supervisors. Enhanced quality of services through university-agency partnerships Local aging networks strengthened - Increased communication, collaboration and resource sharing among agencies Developed Geriatric Labor Force for Agencies

11. Commitment of agencies sustaining HPPAE programs Enhanced Models of Field Education Enhanced Curriculum Development More Competency-Based Education Student Skills for Interprofessional Practice HPPAE Resulted in Strong University – Community Partnerships

12. Additional Formal University-Agency Partnerships (5 to 25 more agencies for each school) Relationship Enhancement (Advisory Committees, Meetings between Agencies and Faculty, etc.) Significant Increase in Students in Agency Placements – Increased knowledge of social work in other disciplines Significant Increase in MSW Graduates Prepared for Geriatric Practice (2600 graduates, 72 MSW Programs, 33 states) with More to Come HPPAE Results of Strong University – Community Partnerships (Cont.)

13. University of Utah Interdisciplinary Seminars offered to Social Work, Medical, Nursing, and Gerontology Students St. Louis University Center for Aging Successfully focused on Interdisciplinary projects, grant and funding opportunities, and educational activities for  Social Work, Medical, Public Health, Health Sciences Professions, Public Policy, and Arts and Sciences students Interprofessional Education & Interdisciplinary LearningFostered by HPPAE

14. College at Brockport, SUNY Geriatric Assessment Consultation Clinic utilizes Academic Geriatricians, Geriatric MD Fellows, Neurophysiologist, Nursing, and Social Work Florida State University HPPAE is a consortium member of the Live Oak Geriatric Education Center.  Geriatric Teams with Community Partners include Medicine, Nursing, PT and OT, Exercise Physiology, and Social Work Interprofessional Education & Interdisciplinary LearningFostered by HPPAE

15. California State University, Chico HPPAE in partnership with Chico Interdisciplinary Center on Aging had 37 community service providers and 19 faculty from different departments at CSU work to institutionalize Gerontology into the MSW program. Interprofessional Education & Interdisciplinary LearningFostered by HPPAE

16. www.socialworkleadership.org The Bottom Line HPPAE Impacted Social Work Education HPPAE Impacted Geriatric Labor Force