GETTING STARTED IN TEACHING FOR
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
1
Reference
Ch. 1 — Introduction to curriculum development
Stem
As a new faculty member on a graduate nursing program, you
are asked to review an existing course that appears misaligned
with recently revised program competencies. You must
recommend one curriculum-level change that best preserves
program coherence while addressing gaps in competency
alignment. Which action is most defensible?
Page | 1
,A. Remove the course and redistribute its content across other
courses without adjusting program outcomes.
B. Revise the course learning outcomes to explicitly map to the
updated program competencies and update assessment
methods.
C. Add new lectures to the course covering the competency
topics but keep assessments unchanged.
D. Ask students to complete optional self-study modules
covering the new competencies outside of course evaluation.
Correct answer: B
Rationales
Correct: Revising course learning outcomes to map explicitly to
program competencies and updating assessments ensures
alignment across outcomes, instruction, and evaluation — core
curriculum design principles for coherence and validity.
A: Removing a course without adjusting program outcomes
risks content gaps and breaks curriculum scaffolding.
C: Adding lectures without changing assessment fails to ensure
learners are evaluated on new competencies, undermining
constructive alignment.
D: Optional self-study bypasses formal assessment and weakens
accountability for achieving program competencies.
Teaching point
Align course outcomes and assessments to program
competencies for constructive alignment.
Page | 2
,Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
2
Reference
Ch. 1 — Faculty role and responsibilities in curriculum
development
Stem
During curriculum revision, a faculty subgroup proposes a
competency-based capstone but lacks consensus on assessment
rigor. As curriculum committee chair, which faculty action best
demonstrates stewardship and faculty responsibility?
A. Unilaterally approve the capstone to expedite curriculum
changes.
B. Facilitate a structured faculty workshop to define capstone
competencies, performance levels, and assessment rubrics.
C. Delay the capstone indefinitely until national standards
mandate it.
D. Outsource capstone assessment design to an external
consultant and adopt their template without faculty input.
Correct answer: B
Rationales
Correct: Facilitating a structured workshop engages faculty in
shared governance, ensures consensus on competencies and
Page | 3
, performance standards, and fulfills faculty responsibility for
curriculum quality.
A: Unilateral approval undermines shared governance and may
produce poor buy-in and validity problems.
C: Waiting for external mandates avoids faculty accountability
and stalls needed curricular innovation.
D: Outsourcing without faculty engagement risks misalignment
with program values and decreases internal ownership.
Teaching point
Use collaborative processes to set competency definitions and
assessment standards.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
3
Reference
Ch. 1 — Educator competencies related to curriculum
development
Stem
As a clinical educator asked to lead curriculum mapping, you
notice one clinical course lists many activities but vague
measurable outcomes. Which educator competency is most
critical to remediate the map and how should you act?
Page | 4
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
1
Reference
Ch. 1 — Introduction to curriculum development
Stem
As a new faculty member on a graduate nursing program, you
are asked to review an existing course that appears misaligned
with recently revised program competencies. You must
recommend one curriculum-level change that best preserves
program coherence while addressing gaps in competency
alignment. Which action is most defensible?
Page | 1
,A. Remove the course and redistribute its content across other
courses without adjusting program outcomes.
B. Revise the course learning outcomes to explicitly map to the
updated program competencies and update assessment
methods.
C. Add new lectures to the course covering the competency
topics but keep assessments unchanged.
D. Ask students to complete optional self-study modules
covering the new competencies outside of course evaluation.
Correct answer: B
Rationales
Correct: Revising course learning outcomes to map explicitly to
program competencies and updating assessments ensures
alignment across outcomes, instruction, and evaluation — core
curriculum design principles for coherence and validity.
A: Removing a course without adjusting program outcomes
risks content gaps and breaks curriculum scaffolding.
C: Adding lectures without changing assessment fails to ensure
learners are evaluated on new competencies, undermining
constructive alignment.
D: Optional self-study bypasses formal assessment and weakens
accountability for achieving program competencies.
Teaching point
Align course outcomes and assessments to program
competencies for constructive alignment.
Page | 2
,Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
2
Reference
Ch. 1 — Faculty role and responsibilities in curriculum
development
Stem
During curriculum revision, a faculty subgroup proposes a
competency-based capstone but lacks consensus on assessment
rigor. As curriculum committee chair, which faculty action best
demonstrates stewardship and faculty responsibility?
A. Unilaterally approve the capstone to expedite curriculum
changes.
B. Facilitate a structured faculty workshop to define capstone
competencies, performance levels, and assessment rubrics.
C. Delay the capstone indefinitely until national standards
mandate it.
D. Outsource capstone assessment design to an external
consultant and adopt their template without faculty input.
Correct answer: B
Rationales
Correct: Facilitating a structured workshop engages faculty in
shared governance, ensures consensus on competencies and
Page | 3
, performance standards, and fulfills faculty responsibility for
curriculum quality.
A: Unilateral approval undermines shared governance and may
produce poor buy-in and validity problems.
C: Waiting for external mandates avoids faculty accountability
and stalls needed curricular innovation.
D: Outsourcing without faculty engagement risks misalignment
with program values and decreases internal ownership.
Teaching point
Use collaborative processes to set competency definitions and
assessment standards.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
3
Reference
Ch. 1 — Educator competencies related to curriculum
development
Stem
As a clinical educator asked to lead curriculum mapping, you
notice one clinical course lists many activities but vague
measurable outcomes. Which educator competency is most
critical to remediate the map and how should you act?
Page | 4
