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The Hartford Partnership Program for Aging Education

The Hartford Partnership Program for Aging Education. HPPAE VHA/GRECC. Patricia J. Volland, MSW, MBA Director, Social Work Leadership Institute Silberman School of Social Work at Hunter College. What is the HPPAE?. A university-community partnership based on a collaborative educational model

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The Hartford Partnership Program for Aging Education

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  1. The Hartford Partnership Program for Aging Education HPPAE VHA/GRECC Patricia J. Volland, MSW, MBA Director, Social Work Leadership Institute Silberman School of Social Work at Hunter College

  2. What is the HPPAE? • A university-community partnership based on a collaborative educational model • Recruits MSW students to specialize in aging • Plays leadership role in national efforts to advance aging education in social work • Employs competency-based training • Offers a unique rotational approach to field education

  3. HPPAE Six Essential Components • University-Community Partnerships • Competency-driven education • Field rotations • Expanded field instructor role • Student recruitment • Leadership

  4. Why Implement the HPPAE? • The rapid aging of the population • The need for more specialists in aging • The aging of the current workforce • The need for more effective models of care • The shift to competency based education = EPAS requirement • The opportunity to strengthen ties with your community • The opportunity to recruit students – the jobs will be in aging • The need for competent community leadership • The feasibility to generate/redirect resources

  5. An Aging Population and Challenges to Workforce Development

  6. Demographics of the Baby Boom Population Age 65+ 2000-2050 (in millions) Source: US Census Bureau

  7. Social Work Workforce Projections • NIA projected need of 60,000 to 70,000 geriatric social workers by 2020 • Estimated number of social workers in long term care settings projected to increase from 36,000 in 2002 to 109,000 by 2050 • Currently less than 4% of social workers specialize in aging NIA, 1987; BLS 2004; IOM 2008

  8. Social Work Gap between Need and Supply • Social work labor force is expected to decrease in the next two years, with 13% of the survey respondents planning to leave their current positions • Nearly 30% of social workers are over 55 years of age, compared with 14% of the U.S. civilian labor force NASW Center for Workforce Studies, 2006

  9. Social Work and The Aging Population • 75% of social workers report that they have older adults (55 years and older) in their caseloads • 24% of social workers report that older adults comprise at least 50% of their caseloads. • 93% of social workers with practice area in aging report that clients “always” or “almost always” present with multiple problems • Presenting problems: psychosocial issues, mental illness, chronic disease, physical disability, and grief/bereavement issues NASW Center for Workforce Studies, 2006

  10. The HPPAE Impact and Workforce Development

  11. HPPAE and Workforce Challenge • HPPAE Imperatives: • Engage social work community to address critical shortage of elder-serving social workers • Build university and community partnerships to expand training opportunities and develop workforce • Leadership opportunity for all groups: • Deans and Directors • Field Directors • Students • Community-based agencies • Promote social work expertise to navigate complex systems of care and participate in interdisciplinary care teams

  12. HPPAE Outcomes • The 72 funded programs graduated over 2,600 students by spring 2012 • The HPPAE has been initiated in a total of 97 programs in 37states • 92% of HPPAE graduates completing the Career Tracking survey were employed,75% in age-related positions • 25% were working in one of their HPPAE placement sites following graduation • The majority indicated that participation in HPPAE increased their interest in working with older adults and that HPPAE was important in preparing them for their career • 95% would recommend the Hartford Internship to other students in aging

  13. HPPAE Impact Deans and Directors • The National Association of Deans and Directors (NADD) Gerontological Social Work Survey • Majority of schools report HPPAE had a positive impact on: • Student learning opportunities • School and agency collaboration • Field instruction • Curriculum development • Image and reputation of MSW program

  14. HPPAE and Student Recruitment • 91% agreed that their personal goals in learning to work with older persons and their families were achieved in their field practicum • Aging knowledge increased significantly from pre- to post-test • 92% agreed that rotations enabled them to learn about the range of services to older people • 91% agreed that having experiences in more than one field agency or department was useful • Synergistic relationship with field agencies is advantageous for students’ education and career development

  15. HPPAE Sustainability and Institutionalization • 76% of adoption schools report that the rotational model will be sustained • 37% of adoption schools report that the rotational model will be expanded • Development of interprofessional collaboration across university campuses • Institutionalization of HPPAE within CSWE and the Gero Ed Center

  16. VA/GRECC & HPPAE Initiative • New collaboration launched in 2012 with John A. Hartford Foundation, Veterans Administration (VA) Geriatric Research and Clinical Centers (GRECC), and SWLI to implement HPPAE in select VA/GRECCs and schools of social work • VA is the largest employer of social workers in the country currently 10,000 social workers • Stipends secured for MSW students placed at VA/GRECCs and a number of VA hospitals concurrently enrolled in HPPAE

  17. VA/GRECC & HPPAE Initiative • Partnerships developed between the school of social work, the VA/GRECC and HPPAE model • VA/GRECC provides a breadth of services – offering a broad experience for students participating in internal rotations • High quality services provided at the VA/GRECC to veterans and their families plus inter-professional collaboration in education

  18. VA/GRECC & HPPAE Student Outcomes • 10 MSW students graduated from the 3 pilot sites in spring 2013 • Salt Lake City, Utah VA/GRECC • Birmingham, Alabama VA/GRECC • Madison, Wisconsin VA/GRECC • Results from the pre to post tests showed an overall improvement in HPPAE student’s knowledge of aging • A significant improvement in competency levels in all 4 Domains: • Values, Ethics and theoretical perspectives • Assessment • Intervention • Aging services, programs and policies

  19. VA/GRECC & HPPAE Student Outcomes • Majority of students agreed that their personal goals in learning to work with older persons and their families were achieved in their field practicum • Majority of students agreed that rotations enabled them to learn about the range of services to older people • Majority of students agreed that having experiences in more than one field agency or department was useful

  20. VA/GRECC and HPPAE Year 2, 2013-2014 3 VA/GRECCS and 1 VA implement HPPAE 4 new schools of social work adopt HPPAE 9 trained mentors from 7 HPPAE grantee schools 12 MSW students recruited for academic year 2013-2014

  21. VA/GRECC and HPPAE Year 3, 2014-2015 3 VA/GRECCS and 1 VA to implement HPPAE 3/4 new schools of social work identified Students to be recruited for academic year 2014-2015 3 VA/GRECCS and 1 VA to implement HPPAE New schools of social work to be identified Students to be recruited for academic year 2014-2015

  22. A Collaborative Framework • National Advisory Panel • VHA/GRECC Network • Support leadership at the local VA/GRECC • Support VA/GRECC collaboration with local schools of Social Work • Creates opportunities for demonstration sites to easily learn from each other and from recognized experts • Provides a network that supports positive change

  23. HPPAE National Advisory Panel • Paula Allen-Meares, University of Illinois at Chicago and IOM – Co-Chair • Katharine Briar-Lawson, University at Albany, SUNY – Co-Chair • Marla Berg-Wegener, St. Louis University • JoAnn Damron-Rodriguez, UCLA School of Public Affairs • Ronnie Glassman, Yeshiva University • Robyn Golden, Rush University Medical Center • Roberta Greene, University of Texas, Austin • Lenard Kaye, University of Maine • Betty Malks, Community Representative • Nora Obrien-Suric, Hartford Foundation • Mike Patchner, Indiana University • Susan Reinhard, Public Policy Institute, AARP • Ginger Robbins, University of Houston • Stacey Sanders, Student Representative • Karen Teigiser, University of Chicago

  24. The SWLI Team • Patricia Volland, Director, SWLI • Emma Barker, Program Officer • Kadia Darby, Administrative Assistant • Liz Wright, Program Associate • Melody Wilding, Consultant • Jeannine Melly, Consultant

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