The Hartford Partnership Program for Aging Education Innovations in Geriatric Education: Considering Cross- Disciplinary 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  Currently less than 4% of social workers specialize in aging NIA, 1987; BLS 2004; IOM 2008

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

 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?

HPPAE Six Essential Components  University-Community Partnerships  Competency-driven education  Field rotations  Expanded field instructor role  Student recruitment  Leadership

ip.org 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.

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

Responsibilities of University- Community 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

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)

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

Rotation Models

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

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 and

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