Transcript Slide 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
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
HPPAE Six Essential Components
University-Community Partnerships
Competency-driven education
Field rotations
Expanded field instructor role
Student recruitment
Leadership
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
An Aging Population and
Challenges to Workforce
Development
Demographics of the Baby Boom
Population Age 65+ 2000-2050 (in millions)
Source: US Census Bureau
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
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
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
The HPPAE Impact and
Workforce Development
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
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 37 states
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
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
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 posttest
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
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
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
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
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:
1)
2)
3)
4)
Values, Ethics and theoretical perspectives
Assessment
Intervention
Aging services, programs and policies
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
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
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
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
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
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