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This study compared the educational outcomes of the University of Tennessee College of Social Work's online and traditional MSW programs (N = 345). Knowledge, skill, and satisfaction outcomes were compared for online and traditional students in 3 tracks: full-time, part-time, and advanced standing (AS). There were no significant differences between online and traditional students in any track for the majority of educational outcomes. Significant differences were found, however, in online and traditional students' grade point averages (GPAs), field competency ratings, and satisfaction. Traditional AS students had higher GPAs; online part-time students received significantly higher ratings in 6 of 8 field competency ratings; and online AS students were more satisfied with faculty accessibility, helpfulness, and advising. Pedagogical and research outcomes are discussed.

Because of an increase in the older population in the United States, hospital social workers are faced with the task of developing discharge plans for patients with Alzheimer's disease. The nature of the disease creates the potential for complex situations that can complicate the discharge-planning process. This article explores the ethical dilemmas that arise in discharge planning for patients with Alzheimer's disease and examines how the nature of these dilemmas evolves as the illness progresses. A clinical model is proposed to help practitioners identify, organize, and evaluate information relevant to discharge planning and determine an appropriate course of action.