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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
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