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

The Hartford Partnership The Hartford Partnership Program for Aging EducationProgram for Aging Education

HPPAE VHA/GRECC

Patricia J. Volland, MSW, MBADirector, Social Work Leadership InstituteSilberman School of Social Work at Hunter College

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

What is the HPPAE?What is the HPPAE?

HPPAE Six Essential ComponentsHPPAE Six Essential Components

University-Community Partnerships

Competency-driven education

Field rotations

Expanded field instructor role

Student recruitment

Leadership

Why Implement the HPPAE? 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 BoomDemographics of the Baby Boom

Population Age 65+ 2000-2050 (in millions)

Source: US Census Bureau

Social Work Workforce ProjectionsSocial 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 SupplySocial 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 PopulationSocial 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 ChallengeHPPAE 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 OutcomesHPPAE Outcomes

The 72 funded programs graduated over 2,600 students by spring 2012The 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 positions25% were working in one of their HPPAE placement sites following graduationThe 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 HPPAE Impact Deans and DirectorsDirectors

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 HPPAE and Student RecruitmentRecruitment

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

HPPAE Sustainability and HPPAE Sustainability and InstitutionalizationInstitutionalization

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 InitiativeVA/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 InitiativeVA/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 VA/GRECC & HPPAE Student OutcomesStudent 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) Values, Ethics and theoretical perspectives2) Assessment3) Intervention4) Aging services, programs and policies

VA/GRECC & HPPAE VA/GRECC & HPPAE Student OutcomesStudent 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 VA/GRECC and HPPAE Year 2, 2013-2014Year 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 VA/GRECC and HPPAE Year 3, 2014-2015Year 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 FrameworkA 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 PanelHPPAE 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 TeamThe SWLI Team

Patricia Volland, Director, SWLI

Emma Barker, Program Officer

Kadia Darby, Administrative Assistant

Liz Wright, Program Associate

Melody Wilding, Consultant

Jeannine Melly, Consultant