Transcript Slide 1
The Hartford Partnership Program
for Aging Education
Innovations in Geriatric Education: Considering CrossDisciplinary Applications of the HPPAE Model
Emma Barker
Social Work Leadership Institute
at the New York Academy of Medicine
Workforce Projections
US faces critical shortage of all health care
providers working with aging persons, including
social workers
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
NIA, 1987; BLS 2004; IOM 2008
Currently less than 4% of social workers
specialize in aging
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
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
Goals of the HPPAE
The Hartford Partnership Program for Aging Education
Adoption Initiative (HPPAE) is a twelve year initiative
to:
1. Educate over 2,600 social workers to work with
older adults, and
2. Establish the HPPAE as the norm for MSW
programs.
www.socialworkleadersh
ip.org
HPPAE Outcomes
The HPPAE is in 33 states with a total of 88 programs
graduating over 2,600 students in spring 2012
92% of HPPAE graduates completing the Career Tracking
survey were employed with 75% in age-related positions
Student satisfaction high for achieving learning goals and
with rotational model for internships
89% of schools reported that the HPPAE model benefited
their social work school
Schools have been able to redirect resources to keep
program in place
Fundraising for sustainability has mainly focused on
supporting student stipends
University – Community
Partnership
Builds linkages to cultivate collaborative relationships
for universities, community agencies, students and
older adults
Important in keeping education relevant to current
knowledge and needs of older adults and the agencies
that serve them
Agency commitment to education of future
professionals
Partner with the school of social work to develop
HPPAE
www.socialworkleadership.org
Responsibilities of UniversityCommunity Partnership
Guide student learning
Support for Field Instructors
Seminars
Courses
Oversight of overall program
Discuss and agree on rotations
Tie gerontology competencies to student's learning
goals
Conduct joint student seminars
www.socialworkleadership.org
What is a rotation?
The moving of students in a planned and
systematic fashion from one field setting
to another in order to ensure that they
experience the range of practice arenas,
service delivery systems, and client
populations.
(Cuzzi, Holden, Rutter, et. al. 1996)
www.socialworkleadership.org
Why Rotations?
Increase interns’ exposure to:
The continuum of services for seniors – from healthy to end of
life
The Individuals’ multiple, chronic conditions both health and
behavioral
Different points of entry for diverse needs and diverse population
The complexity of the entire service delivery system
Encourage collaboration between agencies or
departments
Importance of working in interprofessional teams
Opportunity to study the importance of integrating care
Prepares students to be advocates based on best
practices
www.socialworkleadership.org
Rotation Models
www.socialworkleadership.org
HPPAE Focus on
Competency-Based Education
Competency based education is one of HPPAE six
essential components
Gero-competencies provide clear expectations of
knowledge, values and skills
Competency tools are used to set individual student
learning goals and to substantiate the student’s ability to
self-assess.
“Field Instructor Version of the GSW Competency Scale
II” used to evaluate student’s pre- and post-test skill set.
HPPAE and Masters level
Social Work Education
Practice areas based in geriatric competencies
developed by SWLI
Council on Social Work Education (CSWE)
accredited MSW programs utilize these
competencies
Other professions are moving in direction of
competencies
www.socialworkleadership.org
VHA/GRECC and HPPAE
VA is the largest employer of social workers in the
country with10,000 social workers
Interprofessional education with all VA programs
Strong clinical practice with professional values and
skills
Major contributor to social work education and training
Research on psychosocial issues and treatment
Close collaboration with community partners
MSW students receive stipend from VHA/GRECC while
enrolled in HPPAE program in schools of social work
VHA/GRECC & HPPAE: A
Collaborative Framework
(VHA/GRECC) Network
Support leadership at the local VHA/GRECC
Support VHA/GRECC collaboration with local schools
of Social Work
Initiative spreading through all 20 VHA/GRECCs
across country and greater VA system
Expanding expert network supporting workforce
development
Support and Technical Training
Communications
Outreach/information sharing
Webinars
Conference calls
Mentors
Technical Assistance
On-site
Materials (HPPAE Manual)
Via Web
www.socialworkleadership.org and www.hartfordpartnership.org
HPPAE Student and Alumni
Resources
HPPAE Google Site
Committee on
Leadership in Aging
(CLIA)
HPPAE Happenings
Newsletter
GENERATIVITY – online
journal
Communications and
Outreach committee
HPPAE Google Site
Job opportunities
Professional materials
Events, conferences
Calls for papers
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 O’Brien, 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