Debra Fromm Faria College at Brockport State University of New York

1. Debra Fromm Faria College at Brockport State University of New York Models of Integrative Seminars, Leadership Development and HPPAE SustainabilityDecember 19, 2013 Webinar

2. www.socialworkleadership.org Institute of Medicine (IOM); Retooling for an Aging America:Identified need to recruit and retain competent workforce • 1987 National Institute report indicated 60,000-70,000 gerontologic social workers needed by 2020. • Only 4% of social workers (1/3 of that number) have been trained in gerontologic social work (IOM pg. S-4) • Top 30 Fastest Growing Occupations in the US 2006-2016 • Mental Health and Substance Abuse Social Workers are expected to increase in demand from 122, 000 social workers in 2006 to 159,000 Social Workers by 2016 (29.9% increase) (IOM report 1-3)

3. www.socialworkleadership.org Institute of Medicine (IOM): Building a Health Care Workforce: Leadership Needs • Need to Prepare Leaders in All Areas • Clinical competence (clinicians) • Academic competence (teaching faculty) • Research (Scholarship, Evidence-Based) • Another area for leadership development is the preparation of geriatric leaders with skills to promote quality and create healthy work environments (IOM 4-23)

4. www.socialworkleadership.org HPPAE: A National Model directly responding to the IOM report of workforce development needs

5. www.socialworkleadership.org HPPAE and CSWE EPAS

6. www.socialworkleadership.org HPPAE: Leadership and Competency Development • HPPAE model • Introduces students to multiple practice sites serving older adults • Integrating seminars and competency-based practice facilitate build student knowledge and skill capacity reduce stereotypes • Collaboration with expert community partners build faculty and student knowledge of new service delivery models with older adults • Gero-competencies provide clear expectations of knowledge, values and skills necessary for effective practice in each domain • Attention to leadership skill development provides students with skills re: effective team leadership and team work

7. www.socialworkleadership.org HPPAE: EPAS Standards and Leadership Respond to Contexts that Shape Policy • “Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services”(Educational Policy 2.1.9) • Field Placement Rotational Model and integrated seminars provides students with opportunities to make connections between service delivery systems from a variety of contexts.

8. www.socialworkleadership.org “I want to understand howaftercare is provided after the acute stage of the illness. Also, I wonder how they (SNF) engage families to keep them involved”. Field Placement Example: Primary field placement assignment: inpatient gero-psych unit featuring an interdisciplinary team consisting of psychiatrist, nurse practitioner and social worker. Secondary rotation: Skilled nursing facility with a locked behavioral health unit (placement site often used for post-hospitalization after care when SNF level required). HPPAE Grantee Perspective: EPAS Standards and Leadership Example of an opportunity to make connections between service delivery systems

9. www.socialworkleadership.org HPPAE: Impact and Benefits

10. www.socialworkleadership.org HPPAE: Benefits of the Model • Opportunities for Closer University and Community Partnerships • Build on relationship for training and research grants • Enhanced Collaborative Opportunities with other Disciplines engaged in Geriatric Training(Medicine, Nursing, OT, Environmental Design etc) • Scholarship Partnerships • Clinical Rotations with Interdisciplinary Features • Training and Research Grants • Enhanced Reputation of your School or Program

11. www.socialworkleadership.org Greater Rochester Collaborative MSW Program

12. GRC MSW Program: HPPAE field & Integrative Seminar • In field practicum: • Learning contract and field evaluation are congruent and competency-based • HPPAE model of field practicum - 560 hours in concentration year. • In seminar: • 40 hours of integrative gero seminars over two semesters • Fall semester: weekly field integrative seminars (1.5 hours each) • Spring semester: by-weekly seminars (2 hours each)

13. www.socialworkleadership.org Integrated Seminar Objectives • The seminar provides students opportunities to critically reflect upon their field experiences, their classroom education, and themselves as developing advanced practitioners within a context of challenge and support from classmates and faculty. • Assignments and class sessions are designed to promote integration of theory and practice through critical reflection emphasizing ongoing cultivation of personal-professional self and integration of social work core competencies and advanced concentration practice behaviors. • The seminar aims to enhance students' purposeful use of self to effectively facilitate interactional relationship and problem solving processes incorporating holistic, ecosystems, strength- based, human rights, and empowerment perspectives. • Topic focused discussions on the domains of gerontological social work practice include: ethics, assessment, interventions, aging services, program and policies and service delivery and leadership in the practice area of aging using the nationally recognized Hartford Partnership in Aging Education Model.

14. Integrative Seminar Design • Completion of an interprofessional online geriatric assessment modules and an integrative paper http://www.nptrainingworks.com/flgec • Topic specific symposiums in partnership with University of Buffalo and community partners • Voices from the field (opening symposia ) • Interprofessional teams and hospice • Family caregiving experiences in dementia care

15. Integrative Seminar Design • 4-5 video conferences (connecting UB and GRC HPPAE students and community partners) • Continuum of long term care (policy & intervention domains) • Interprofessional Depression and suicide in late life (assessment &intervention domains) • Elder Abuse Prevalence (Assessment, Intervention & Policy domains) • Substance Misuse and Harm Reduction Approaches (Ethics, Assessment & Intervention domains)

16. Seminar Assignments: Integration and Assessment • Integrative field journals includes connection to literature, course work, reflection and relevance to competency development • Evidence-based practice paper to explore practice effectiveness questions • Standardized Patient Simulation (engagement and assessment domains)

17. Strategies in Fostering Interprofessional Collaborative Practice • Patient/family centered • Relationship focused • Process oriented • Clear and transparent communication • Outcome driven Source: Core Competencies for Interprofessional collaborative Practice Report of an Expert Panel, May 2011, Sponsored by the Interprofessional Education Consortium http://www.aacn.nche.edu/education-resources/ipecreport.pdf

18. www.socialworkleadership.org GRC MSW Program- HPPAE Interprofessional Collaboration Opportunities • Interprofessional Social work/ nursing simulation of critical care and end-of-life (team work, assessment, communication and engagement domains) • Geriatric Assessment Clinic features an Interprofessional team engaged in collaborative learning • Several Video Conferences include team members from other disciplines

19. Students need to understand own role and roles of other professions in each competency domain Competencies in the Care of Older Adults at the Completion of the Entry-level Health Profession Domains: • Health Promotion and Safety • Evaluation and Assessment • Care Planning and Coordination Across the Care Spectrum • Interdisciplinary and Team Care • Caregiver Support • Healthcare Systems and Benefits To Access competencies: http://www.americangeriatrics.org/files/documents/health_care_pros/PHA_Multidisc_Competencies.pdf

20. http://www.pharmacist.com/sites/default/files/files/core_elements_of_an_mtm_practice.pdfhttp://www.pharmacist.com/sites/default/files/files/core_elements_of_an_mtm_practice.pdf http://www.pharmacist.com/sites/default/files/files/core_elements_of_an_mtm_practice.pdf http://www.pharmacist.com/sites/default/files/files/core_elements_of_an_mtm_practice.pdf Example: Medication Management: Interface of Competencies Example of Competency Interface by Discipline Source: Becker, M. Medication and Integrated HealthCare Module 9 SAMHSA-HRSA Center for Integrated Health Solutions http://www.integration.samhsa.gov

21. Social Work Advanced Practice Behaviors for Clinical Social Work related to medications • Collaborate with other professionals to coordinate treatment interventions. • Consult with medical professionals, as needed, to confirm diagnosis and/or to monitor medication in the treatment process. Source: CSWE Council on Social Work Education. (2009). Advanced social work practice in clinical social work . Alexandria, VA: Author.

22. www.socialworkleadership.org GRC MSW HPPAE Outcomes: Sustaining and Building Momentum Words of Wisdom from HPPAE and SWILI “Be Optimistic About Sustainability • Resource diversity: There are many different ways to draw from to build sustainability • A track record of success: Other schools are sustaining their programs • Funding trends: More grant makers are giving to aging issues • Awareness: Public recognition of the aging boom creates opportunities” Source: http://www.hartfordpartnership.org/index.php?sustaining

23. GRC MSW Program: Sustainability focus leads to new initiatives • Graduate Certificate in Gerontological Social Work • Integrative field seminar and HPPAE model practicum have separate course #’s • SWK 612 – 4 credits • SWK 613 – 5 credits • These 9 credits are the heart of a 15 credit Certificate in Gerontological SW (value added to the MSW degree) • Students take 6 credits of electives

24. GRC MSW Program: Sustainability HPPAE by Leveraging Resources • Center for Excellence in Gerontological Social Work: funded as part of the Finger Lakes GEC • Pays for standardized patient simulation • Funds to develop new gero elective courses • Funds LCSW to staff Geriatric Education Assessment Clinic (rotation site) • Development of interprofessional educational trainings and collaborations with FLGEC partners from other universities (medicine, pharmacy, etc.)

25. HPPAE Sustainability: Leveraging Resources • State Society on Aging of New York • Funds Student stipends to attend state wide conference and scholarship dissemination opportunities • Community and professional partnerships • Service learning grants • Engaging elders in classroom sessions

26. HPPAE Sustainability: Leveraging Resources • Supporting students international travel with aging focused curriculum through grants (community/university partners) • Student scholarship dissemination opportunities

27. www.socialworkleadership.org HPPAE Sustainability:Leveraging Resources • Engaging partners (faculty, community, administrative leaders, alumni, funders • Showcasing outcomes and products • Addressing professional workforce needs • Securing external funds

28. www.socialworkleadership.org Enhancing Community Partnerships: Student Opportunities • Within the University, School & Program GRC MSW Examples: • HPPAE students nominated and selected for University level recognition awards and Program awards based on leadership and scholarship outcomes from HPPAE participation • HPPAE model is central to a new 15 credit Graduate Level Certificate in Gerontological Social Work approved by the College and SUNY • HPPAE engaged field instructors nominated by students for program outstanding field instructor awards

29. www.socialworkleadership.org Enhancing Community Partnerships: Student Opportunities • Rotation model provides creative ways to think about rotation opportunities with community partners. • Unexpected consequences of partnering can be leveraged • within the university • recognition by the community and profession • new funding opportunities • student and faculty scholarship opportunities • new partnership leveraging opportunities

30. www.socialworkleadership.org Examples of Student Leadership and Scholarship Recognition • Congratulations To Heather Caton, recipient of The Anita Rosen Gerontology Awards for Outstanding Student Poster (MSW level) presented by the Council on Social Work Education Gero-Ed Center. • Ms. Caton developed this poster presentation for presentation at the March 2008 NYS Society on Aging Student Conference in follow up to a HPPAE integrated seminar evidence-based field seminar assignment. She completed her primary field placement at Nazareth College’s Aphasia Clinic with a two-semester rotational component at the St. Joseph’s Mother House under the field instruction supervision of Annmarie House, LCSW-R.

31. www.socialworkleadership.org Examples of Student Leadership and Scholarship Recognition Poster Published in NYAM SWILI E journal : Generativity: Advances Social Work Leadership in Aging Spring/Summer 2009 "The Treatment Gap:  Lack of Older Adult Substance Abuse Programs in Rochester, NY" by Tracey Siebert http://www.socialworkleadership.org/nsw/students/ejournal_spsu2009.php

32. www.socialworkleadership.org Leveraging Resources: Building on earlier successes and challenges • Hartford Gero-Rich Project (two years of funding- three year project) • Funded faculty development and curriculum infusion work teams • Teaching Nursing Home Beta Site Project with U of R (HRSA funded) 2005 • Center for Excellence in Gerontological Social Work (funded through HRSA as a GEC project of Finger Lakes GEC, 2005, 2007-2009, • Monies supported professional development programs for students and practitioners and faculty development institutes to build on Gero Rich achievements • 2007 added HPPAE rotational field site at the Geriatric Assessment Clinic per request of the medical director for social work coverage of clinic

33. www.socialworkleadership.org Leveraging Resources: Building on earlier successes and challenges • Mini grants from NASW-NYS to support professional development conferences • Several 1,000 mini grants to support professional development conferences. • Conferences co-sponsored by the State Society on Aging and featured a student poster conference showcasing HPPAE student work for the past three years • SSA student fund raiser College at Brockport’s Center for Excellence in Gerontological Social Work Social Work Departments of the College at Brockport and Nazareth College, Nazareth College Gerontology Program, State Society on Aging of New York (SSA) Sponsored by: Monroe County Office for the Aging Finger Lakes Geriatric Education Center of Upstate New York NASW New York State Chapter: Genesee Valley and Western Divisions Present: Sex and Intimacy in Later Life Thursday, March 25, 2010 9:00 AM – 3:30 PM Nazareth College - Otto A. Shults Community Center Rochester, NY The conference will feature an interactive panel discussing topics ranging from freedom of expression in long term care, Sexual Assessment Tools in Clinical Practice and HIV-AIDS in older adults. Break out sessions will present opportunities for in-depth content and discussion on topics ranging from family dynamics, HIV-AIDS in later life and sexual capacity decision making. All interested professionals, students, and faculty are encouraged to attend. In collaboration with the State Society on Aging of NY, peer networking opportunities and a student poster session will be featured. Undergraduate and graduate students are encouraged to submit proposals to present aging-related projects & research in the form a poster . Be sure to visit the SSA website in late January for more information about this conference: www.ssany.org .

34. www.socialworkleadership.org Leveraging Resources: Building on earlier successes and challenges • Hartford Gero Specialization Grant (2009-2010) • 2010 Renewal of the University of Rochester Finger Lakes GEC funded Center for Excellence in Gerontological Social Work (HRSA) (2010-2015) http://www.urmc.rochester.edu/medicine/geriatrics/education/FLGEC-UNY.cfm • Funds HPPAE standardized Client simulation refinement and dissemination • Includes funding for podcasts • Increased recognition of HPPAE field rotation in geriatric clinic and role of social work faculty team member as “teaching faculty” • Supports further development and refinement of certificate program curriculum. • Social Work faculty serve in leadership and team roles for the FLGEC • Funds development of a new evidence-based course • 2013-2014: Invited to submit a proposal to be part of a new GREC

35. www.socialworkleadership.org Perceptions of faculty: influenced by community feedback • Feedback to college, school and program administrators reflect: • The MSW program is viewed as a valued community partner in aging services and a leader in preparing competent social workers • Recognizes student scholarship and leadership Email communication received from a field site partner (from 2010) “I just wanted to let you know that the survey that Linda did for GRAPE last year during her internship is guiding the advocacy programming of grape this year as well as being utilized by the program committee for next year.” Bill Armbruster Associate State Director AARP New York 435 E. Henrietta Rd. Rochester, NY 14620

36. www.socialworkleadership.org Perceptions of faculty: influenced by community feedback • Faculty support (pride) is evidenced: • support for certificate program (advisement) • recognition of student scholarship • inclusion of gero content in courses • refinement of elective content (student request driven) • support of leverage opportunities

37. www.socialworkleadership.org Summary Envisioning an optimal future for your HPPAE • Be mindful of how your HPPAE fits into the organizational culture of your program? • Mission and goals • Curriculum EPAS standards • Addressing workforce needs

38. www.socialworkleadership.org Summary Organizational Culture: Building Momentum Strong Relationships Create New Opportunities and Yield Resources Over Time Enhancing Community Partnerships/ Student Opportunities Building on Success for other Projects Student Leadership & Scholarship Recognition CSWE Gero-Ed Center Talking Points: Sustainability: Building Lasting Change

39. www.socialworkleadership.org Summary: HPPAE Model is Competency Based • HPPAE model is congruent with EPAS core competencies • Available resources to support and sustain HPPAE • HPPAE is being transitioned to the CSWE National Center for Gerontologic Social Work Education from SWILI

40. www.socialworkleadership.org Summary: Celebrate and Publicize your Successes • Showcasing Accomplishments • Students • Partnerships • Your scholarship and the scholarship of peers • Stewardship • Recognize and thank partners • Keep everyone engaged Win, Win, Win for all Stakeholders