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
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Field rotations
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Expanded field instructor role
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Student recruitment
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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:
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Deans and Directors
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Field Directors
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Students
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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
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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
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Katharine Briar-Lawson, University at Albany, SUNY – Co-Chair
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Marla Berg-Wegener, St. Louis University
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JoAnn Damron-Rodriguez, UCLA School of Public Affairs
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Ronnie Glassman, Yeshiva University
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Robyn Golden, Rush University Medical Center
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Roberta Greene, University of Texas, Austin
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Lenard Kaye, University of Maine
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Betty Malks, Community Representative
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Nora Obrien-Suric, Hartford Foundation
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Mike Patchner, Indiana University
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Susan Reinhard, Public Policy Institute, AARP
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Ginger Robbins, University of Houston
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Stacey Sanders, Student Representative
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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