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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

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The hartford partnership program for aging education
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
HPPAE 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



Demographics of the baby boom
Demographics of the Baby Boom

Population Age 65+ 2000-2050 (in millions)

Source: US Census Bureau


Social work workforce projections
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 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
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



Hppae and workforce challenge
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:

      • 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 outcomes
HPPAE Outcomes

  • The 72 funded programs graduated over 2,600 students by spring 2012

  • The HPPAE has been initiated in a total of 97 programs in 37states

  • 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
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
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 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 institutionalization
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
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 initiative1
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
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:

    • Values, Ethics and theoretical perspectives

    • Assessment

    • Intervention

    • Aging services, programs and policies


Va grecc hppae student outcomes1
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
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

  • 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 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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