Transcript Slide 1

Models of Integrative Seminars, Leadership
Development and HPPAE Sustainability
December 19, 2013
Webinar
Debra Fromm Faria
College at Brockport
State University of New York
Institute of Medicine (IOM);
Retooling for an Aging America:
Identified need to recruit and retain competent workforce
• 1987 National Institute report indicated
60,000-70,000 gerontologic social workers
needed by 2020.
• Only 4% of social workers (1/3 of that
number) have been trained in gerontologic
social work (IOM pg. S-4)
• Top 30 Fastest Growing Occupations in the
US 2006-2016
Mental Health and Substance Abuse
Social Workers are expected to increase
in demand from 122, 000 social workers
in 2006 to 159,000 Social Workers by
2016 (29.9% increase) (IOM report 1-3)
www.socialworkleadership.org
Institute of Medicine (IOM):
Building a Health Care Workforce:
Leadership Needs
 Need to Prepare Leaders in All Areas
 Clinical competence (clinicians)
 Academic competence (teaching
faculty)
 Research (Scholarship, EvidenceBased)
 Another area for leadership
development is the preparation of
geriatric leaders with skills to promote
quality and create healthy work
environments
(IOM 4-23)
www.socialworkleadership.org
HPPAE: A National Model directly
responding to the IOM report of workforce
development needs
www.socialworkleadership.org
HPPAE and CSWE EPAS
www.socialworkleadership.org
HPPAE: Leadership and Competency
Development
 HPPAE model
 Introduces students to multiple practice sites serving older adults
 Integrating seminars and competency-based practice facilitate build
student knowledge and skill capacity reduce stereotypes
 Collaboration with expert community partners build faculty and
student knowledge of new service delivery models with older
adults
 Gero-competencies provide clear expectations of knowledge,
values and skills necessary for effective practice in each domain
 Attention to leadership skill development provides students with
skills re: effective team leadership and team work
www.socialworkleadership.org
HPPAE:
EPAS Standards and Leadership
Respond to Contexts that Shape Policy
 “Provide leadership in promoting sustainable changes in service
delivery and practice to improve the quality of social services”
(Educational Policy 2.1.9)
 Field Placement Rotational Model and integrated seminars
provides students with opportunities to make connections
between service delivery systems from a variety of contexts.
www.socialworkleadership.org
HPPAE Grantee Perspective:
EPAS Standards and Leadership
 Field Placement Example:
 “I want to
understand how
aftercare is provided
after the acute stage of
the illness. Also, I
wonder how they
(SNF) engage families
to keep them
involved”.
 Primary field placement
assignment: inpatient geropsych unit featuring an
interdisciplinary team consisting
of psychiatrist, nurse practitioner
and social worker.
 Secondary rotation: Skilled
nursing facility with a locked
behavioral health unit
(placement site often used for
post-hospitalization after care
when SNF level required).
Example of an opportunity to make connections
between service delivery systems
www.socialworkleadership.org
HPPAE:
Impact and Benefits
www.socialworkleadership.org
HPPAE:
Benefits of the Model
 Opportunities for Closer University and Community
Partnerships
 Build on relationship for training and research grants
 Enhanced Collaborative Opportunities with other
Disciplines engaged in Geriatric Training (Medicine,
Nursing, OT, Environmental Design etc)




Scholarship Partnerships
Clinical Rotations with Interdisciplinary Features
Training and Research Grants
Enhanced Reputation of your School or Program
www.socialworkleadership.org
Greater Rochester Collaborative
MSW Program
www.socialworkleadership.org
GRC MSW Program:
HPPAE field & Integrative Seminar
 In field practicum:
 Learning contract and field evaluation are congruent and
competency-based
 HPPAE model of field practicum - 560 hours in concentration year.
 In seminar:
 40 hours of integrative gero seminars over two semesters
• Fall semester: weekly field integrative seminars (1.5 hours
each)
• Spring semester: by-weekly seminars
(2 hours each)
Integrated Seminar Objectives

The seminar provides students opportunities to critically reflect upon their field
experiences, their classroom education, and themselves as developing advanced
practitioners within a context of challenge and support from classmates and faculty.

Assignments and class sessions are designed to promote integration of theory and
practice through critical reflection emphasizing ongoing cultivation of personalprofessional self and integration of social work core competencies and advanced
concentration practice behaviors.

The seminar aims to enhance students' purposeful use of self to effectively facilitate
interactional relationship and problem solving processes incorporating holistic,
ecosystems, strength- based, human rights, and empowerment perspectives.

Topic focused discussions on the domains of gerontological social work practice
include: ethics, assessment, interventions, aging services, program and policies and
service delivery and leadership in the practice area of aging using the nationally
recognized Hartford Partnership in Aging Education Model.
www.socialworkleadership.org
Integrative Seminar Design
 Completion of an interprofessional online geriatric
assessment modules and an integrative paper
http://www.nptrainingworks.com/flgec
 Topic specific symposiums in partnership with
University of Buffalo and community partners
• Voices from the field (opening symposia )
• Interprofessional teams and hospice
• Family caregiving experiences in dementia care
Integrative Seminar Design
 4-5 video conferences (connecting UB and GRC
HPPAE students and community partners)
 Continuum of long term care (policy & intervention
domains)
 Interprofessional Depression and suicide in late life
(assessment & intervention domains)
 Elder Abuse Prevalence (Assessment, Intervention & Policy
domains)
 Substance Misuse and Harm Reduction Approaches
(Ethics, Assessment & Intervention domains)
Seminar Assignments:
Integration and Assessment
 Integrative field journals
includes connection to
literature, course work,
reflection and relevance to
competency development
 Evidence-based practice
paper to explore practice
effectiveness questions
 Standardized Patient
Simulation (engagement and
assessment domains)
Strategies in Fostering Interprofessional
Collaborative Practice



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Patient/family centered
Relationship focused
Process oriented
Clear and transparent
communication
 Outcome driven
Source: Core Competencies for Interprofessional
collaborative Practice
Report of an Expert Panel, May 2011, Sponsored by the
Interprofessional Education Consortium
http://www.aacn.nche.edu/education-resources/ipecreport.pdf
17
GRC MSW Program- HPPAE Interprofessional
Collaboration Opportunities
•
Interprofessional Social work/ nursing
simulation of critical care and end-of-life
(team work, assessment,
communication and engagement
domains)
• Geriatric Assessment Clinic features
an Interprofessional team
engaged in collaborative learning
• Several Video Conferences include
team members from other disciplines
www.socialworkleadership.org
Students need to understand own role and roles of
other professions in each competency domain
Competencies in the Care of Older Adults at
the Completion of the Entry-level Health
Profession
Domains:
1.
Health Promotion and Safety
2.
Evaluation and Assessment
3.
Care Planning and Coordination Across the Care
Spectrum
4.
Interdisciplinary and Team Care
5.
Caregiver Support
6.
Healthcare Systems and Benefits
19
To Access competencies:
http://www.americangeriatrics.org/files/documents/health_care_pros/PHA
_Multidisc_Competencies.pdf
http://www.pharmacist.com/sites/default/files/files/core_elements_of_an_mtm_practice.pdf
Example of Competency Interface by Discipline
Example: Medication Management: Interface of Competencies
Medicine
Pharmacist
Nursing
Association of American Medical Colleges /
John A. Hartford Foundation, Inc. July 2007
Consensus Conference on Competencies in
Geriatrics Education Academic Medicine.
84(5):604-10, May 2009.
Medication Management Therapy in Pharmacy
Practice, (2008).
http://www.pharmacist.com/sites/default/files/files/c
ore_elements_of_an_mtm_practice.pdf
Geriatric Social Work Competency Scale II
with Life-long Learning in Relationship to
Leadership Skills
Explain impact of agerelated changes on drug
selection and dose
based on knowledge of
age related changes in
renal & hepatic
function, body
composition & CNS
sensitivity
Perform basic elements
of pharmacotherapy
assessments, interpret
physical, laboratory and
diagnostic test results,
monitor drug therapy,
provide medication
counseling
Assess barriers, drug
interactions, … that
impact patients’
understanding of
information, following
directions and making
needs known.
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Source: Becker, M. Medication and Integrated HealthCare
Module 9 SAMHSA-HRSA Center for Integrated Health
Solutions http://www.integration.samhsa.gov
Social Work Advanced Practice Behaviors for
Clinical Social Work related to medications
 Collaborate with other professionals
to coordinate treatment interventions.
 Consult with medical professionals,
as needed, to confirm diagnosis
and/or to monitor medication in the
treatment process.
Source: CSWE Council on Social Work Education. (2009).
Advanced social work practice in clinical social work .
Alexandria, VA: Author.
21
GRC MSW HPPAE Outcomes:
Sustaining and Building Momentum
Words of Wisdom from HPPAE and SWILI
“Be Optimistic About Sustainability
• Resource diversity: There are many different
ways to draw from to build sustainability
• A track record of success: Other schools are
sustaining their programs
• Funding trends: More grant makers are giving
to aging issues
• Awareness: Public recognition of the aging
boom creates opportunities”
Source: http://www.hartfordpartnership.org/index.php?sustaining
www.socialworkleadership.org
GRC MSW Program:
Sustainability focus leads to new initiatives
 Graduate Certificate in Gerontological Social Work
 Integrative field seminar and HPPAE model practicum
have separate course #’s
• SWK 612 – 4 credits
• SWK 613 – 5 credits
• These 9 credits are the heart of a 15 credit Certificate in
Gerontological SW (value added to the MSW degree)
 Students take 6 credits of electives
GRC MSW Program:
Sustainability HPPAE by Leveraging Resources
 Center for Excellence in Gerontological Social
Work: funded as part of the Finger Lakes GEC
• Pays for standardized patient simulation
• Funds to develop new gero elective courses
• Funds LCSW to staff Geriatric Education
Assessment Clinic (rotation site)
• Development of interprofessional educational
trainings and collaborations with FLGEC partners
from other universities (medicine, pharmacy, etc.)
HPPAE Sustainability:
Leveraging Resources
 State Society on Aging of New
York
 Funds Student stipends to attend
state wide conference and
scholarship dissemination
opportunities
 Community and professional
partnerships
• Service learning grants
• Engaging elders in classroom
sessions
HPPAE Sustainability:
Leveraging Resources
 Supporting students
international travel with
aging focused curriculum
through grants
(community/university
partners)
 Student scholarship
dissemination
opportunities
Albany – State University of New York Chancellor
Nancy L. Zimpher today announced the winners of
the 2011-2012 Chancellor’s Award for
Internationalization (CAFI).
CAFI encourages the establishment of new and
innovative study abroad programs in less
commonly traveled destinations. Also taken into
consideration is the exploration of
underrepresented academic disciplines in study
abroad. SUNY works as a consortium for study
abroad, therefore new programs are available to
students from throughout the SUNY
system. Recipients receive $4,000 to support the
program and to help make it more affordable for
students.
Coordinated by SUNY Global’s Office of
International Programs (OIP), the top proposals
were selected by a committee of five SUNY campus
representatives from applications submitted from
across the state.
The recipients of this year’s award include:
Debra Fromm Faria, Assistant Professor, Department
of Social Work, College at Brockport, for “Integrative
Approaches to Global Social Work” in Russia
HPPAE Sustainability:
Leveraging Resources
 Engaging partners (faculty,
community, administrative
leaders, alumni, funders
 Showcasing outcomes and
products
 Addressing professional
workforce needs
 Securing external funds
www.socialworkleadership.org
Enhancing Community Partnerships:
Student Opportunities
 Within the University, School & Program
GRC MSW Examples:
 HPPAE students nominated and selected for University level
recognition awards and Program awards based on leadership
and scholarship outcomes from HPPAE participation
 HPPAE model is central to a new 15 credit Graduate Level
Certificate in Gerontological Social Work approved by
the College and SUNY
 HPPAE engaged field instructors nominated by students for
program outstanding field instructor awards
www.socialworkleadership.org
Enhancing Community Partnerships:
Student Opportunities
 Rotation model provides creative ways to think about
rotation opportunities with community partners.
 Unexpected consequences of partnering can be leveraged
 within the university
 recognition by the community and profession
 new funding opportunities
 student and faculty scholarship opportunities
 new partnership leveraging opportunities
www.socialworkleadership.org
Examples of Student Leadership
and Scholarship Recognition

Congratulations To Heather Caton,
recipient of The Anita Rosen
Gerontology Awards for
Outstanding Student Poster (MSW
level) presented by the Council on
Social Work Education Gero-Ed
Center.

Ms. Caton developed this poster
presentation for presentation at the March
2008 NYS Society on Aging Student
Conference in follow up to a HPPAE
integrated seminar evidence-based field
seminar assignment. She completed her
primary field placement at Nazareth
College’s Aphasia Clinic with a twosemester rotational component at the St.
Joseph’s Mother House under the field
instruction supervision of Annmarie House,
LCSW-R.
www.socialworkleadership.org
Examples of Student Leadership
and Scholarship Recognition
Poster Published in NYAM SWILI
E journal : Generativity:
Advances Social Work
Leadership in Aging
Spring/Summer 2009
"The Treatment Gap: Lack of
Older Adult Substance Abuse
Programs in Rochester, NY"
by Tracey Siebert
http://www.socialworkleadership.org/nsw/s
tudents/ejournal_spsu2009.php
www.socialworkleadership.org
Leveraging Resources:
Building on earlier successes and challenges
 Hartford Gero-Rich Project (two years of funding- three year project)
 Funded faculty development and curriculum infusion work teams
 Teaching Nursing Home Beta Site Project with U of R (HRSA
funded) 2005
 Center for Excellence in Gerontological Social Work (funded through
HRSA as a GEC project of Finger Lakes GEC, 2005, 2007-2009,
 Monies supported professional development programs for students and
practitioners and faculty development institutes to build on Gero Rich
achievements
 2007 added HPPAE rotational field site at the Geriatric Assessment Clinic
per request of the medical director for social work coverage of clinic
www.socialworkleadership.org
Leveraging Resources:
Building on earlier successes and challenges
 Mini grants from NASWNYS to support
professional development
conferences
 Several 1,000 mini grants
to support professional
development conferences.
 Conferences co-sponsored
by the State Society on
Aging and featured a
student poster conference
showcasing HPPAE
student work for the past
three years
 SSA student fund raiser
College at Brockport’s Center for Excellence in Gerontological Social Work Social
Work Departments of the College at Brockport and Nazareth College,
Nazareth College Gerontology Program, State Society on Aging of New York
(SSA) Sponsored by: Monroe County Office for the Aging Finger Lakes
Geriatric Education Center of Upstate New York NASW New York State
Chapter: Genesee Valley and Western Divisions
Present:
Sex and Intimacy in Later Life
Thursday, March 25, 2010
9:00 AM – 3:30 PM
Nazareth College - Otto A. Shults Community Center
Rochester, NY
The conference will feature an interactive panel discussing topics ranging from
freedom of expression in long term care, Sexual Assessment Tools in
Clinical Practice and HIV-AIDS in older adults.
Break out sessions will present opportunities for in-depth content and
discussion on topics ranging from family dynamics, HIV-AIDS in later
life and sexual capacity decision making. All interested professionals,
students, and faculty are encouraged to attend. In collaboration with the
State Society on Aging of NY, peer networking opportunities and a
student poster session will be featured. Undergraduate and graduate
students are encouraged to submit proposals to present aging-related
projects & research in the form a poster . Be sure to visit the SSA
website in late January for more information about this conference:
www.ssany.org .
www.socialworkleadership.org
Leveraging Resources: Building on earlier
successes and challenges
 Hartford Gero Specialization Grant (2009-2010)
 2010 Renewal of the University of Rochester Finger Lakes GEC
funded Center for Excellence in Gerontological Social Work (HRSA)
(2010-2015) http://www.urmc.rochester.edu/medicine/geriatrics/education/FLGEC-UNY.cfm
 Funds HPPAE standardized Client simulation refinement and
dissemination
 Includes funding for podcasts
 Increased recognition of HPPAE field rotation in geriatric clinic and role
of social work faculty team member as “teaching faculty”
 Supports further development and refinement of certificate program
curriculum.
 Social Work faculty serve in leadership and team roles for the FLGEC
 Funds development of a new evidence-based course
 2013-2014: Invited to submit a proposal to be part of a new GREC
www.socialworkleadership.org
Perceptions of faculty:
influenced by community feedback
 Feedback to college,
school and program
administrators reflect:
 The MSW program is
viewed as a valued
community partner in
aging services and a leader
in preparing competent
social workers
Email communication received from a field
site partner (from 2010)
“I just wanted to let you know that
the survey that Linda did for GRAPE
last year during her internship is
guiding the advocacy programming
of grape this year as well as being
utilized by the program committee
for next year.”
 Recognizes student
scholarship and leadership
www.socialworkleadership.org
Bill Armbruster
Associate State Director
AARP New York
435 E. Henrietta Rd.
Rochester, NY 14620
Perceptions of faculty:
influenced by community feedback
 Faculty support (pride) is evidenced:

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


support for certificate program (advisement)
recognition of student scholarship
inclusion of gero content in courses
refinement of elective content (student request driven)
support of leverage opportunities
www.socialworkleadership.org
Summary
Envisioning an optimal future for your HPPAE
 Be mindful of how your HPPAE fits into the
organizational culture of your program?
 Mission and goals
 Curriculum EPAS standards
 Addressing workforce needs
www.socialworkleadership.org
Summary
Organizational Culture: Building Momentum
Enhancing
Community
Partnerships/
Student
Opportunities
Student
Leadership &
Scholarship
Recognition
National
Model
Distinction
leveraging
funding
CSWE Gero-Ed Center Talking Points:
Sustainability: Building Lasting
Change
www.socialworkleadership.org
Building on
Success for other
Projects
Summary:
HPPAE Model is Competency Based
 HPPAE model is congruent with
EPAS core competencies
 Available resources to support
and sustain HPPAE
 HPPAE is being transitioned to
the CSWE National Center for
Gerontologic Social Work
Education from SWILI
www.socialworkleadership.org
Summary:
Celebrate and Publicize your Successes
 Showcasing Accomplishments
 Students
 Partnerships
 Your scholarship and the scholarship of peers
 Stewardship
 Recognize and thank partners
 Keep everyone engaged
www.socialworkleadership.org