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
A nursing program is revising its curriculum to shift from
teacher-centered lectures to competency-based outcomes
across courses. As a faculty member on the curriculum
committee, you must prioritize which change-management step
first to align curriculum with program outcomes while
Page | 1
,minimizing disruption to students. Which action best reflects an
evidence-based first step?
Options
A. Replace lecture hours with simulation labs across all courses
immediately.
B. Map current course objectives to program outcomes and
identify gaps.
C. Survey students about preferred learning formats and
implement their suggestions.
D. Hire an external consultant to rewrite course syllabi
overnight.
Correct answer
B
Rationales
Correct (B): Mapping course objectives to program outcomes is
the foundational analytic step in curriculum development—
identifying alignment and gaps informs targeted change and
preserves program coherence. This approach follows Halstead
& Billings' emphasis on outcome alignment before pedagogical
shifts.
A: Jumping straight to replacing lectures is an implementation
decision without prior analysis of alignment or resource needs;
it risks poor fit with outcomes.
C: Student input is valuable but should come after objective
mapping to ensure feedback is interpreted within curricular
goals; student preferences alone can't drive curricular
Page | 2
,alignment.
D: Hiring a consultant may be useful later, but outsourcing an
overnight rewrite bypasses faculty ownership and ignores
systematic analysis.
Teaching Point
Start curriculum change with outcome-to-course mapping to
reveal alignment gaps.
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 — Introduction to curriculum development
Stem
During curriculum review, accreditation standards have changed
to require measurable interprofessional competencies. As chair,
you must decide how to integrate this without expanding
program length. Which strategy best synthesizes curricular
design and resources?
Options
A. Add a standalone interprofessional course in the final
semester.
B. Integrate interprofessional objectives into existing courses
and clinical experiences.
Page | 3
, C. Require students to complete an external interprofessional
workshop outside program hours.
D. Delay integration until faculty receive interprofessional
training.
Correct answer
B
Rationales
Correct (B): Integrating interprofessional competencies into
existing courses preserves program length and enables vertical
and horizontal curriculum alignment; it leverages authentic
clinical experiences for assessment as recommended by
Halstead & Billings.
A: A new standalone course increases credit load or program
length and may isolate interprofessional learning rather than
embedding it in practice.
C: External workshops risk variability in quality and assessment,
and they separate competency attainment from program
assessment.
D: Faculty development is essential, but delaying integration
prevents timely compliance; concurrent faculty development
with phased integration is preferable.
Teaching Point
Embed new competencies into existing courses to maintain
coherence and program length.
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
A nursing program is revising its curriculum to shift from
teacher-centered lectures to competency-based outcomes
across courses. As a faculty member on the curriculum
committee, you must prioritize which change-management step
first to align curriculum with program outcomes while
Page | 1
,minimizing disruption to students. Which action best reflects an
evidence-based first step?
Options
A. Replace lecture hours with simulation labs across all courses
immediately.
B. Map current course objectives to program outcomes and
identify gaps.
C. Survey students about preferred learning formats and
implement their suggestions.
D. Hire an external consultant to rewrite course syllabi
overnight.
Correct answer
B
Rationales
Correct (B): Mapping course objectives to program outcomes is
the foundational analytic step in curriculum development—
identifying alignment and gaps informs targeted change and
preserves program coherence. This approach follows Halstead
& Billings' emphasis on outcome alignment before pedagogical
shifts.
A: Jumping straight to replacing lectures is an implementation
decision without prior analysis of alignment or resource needs;
it risks poor fit with outcomes.
C: Student input is valuable but should come after objective
mapping to ensure feedback is interpreted within curricular
goals; student preferences alone can't drive curricular
Page | 2
,alignment.
D: Hiring a consultant may be useful later, but outsourcing an
overnight rewrite bypasses faculty ownership and ignores
systematic analysis.
Teaching Point
Start curriculum change with outcome-to-course mapping to
reveal alignment gaps.
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 — Introduction to curriculum development
Stem
During curriculum review, accreditation standards have changed
to require measurable interprofessional competencies. As chair,
you must decide how to integrate this without expanding
program length. Which strategy best synthesizes curricular
design and resources?
Options
A. Add a standalone interprofessional course in the final
semester.
B. Integrate interprofessional objectives into existing courses
and clinical experiences.
Page | 3
, C. Require students to complete an external interprofessional
workshop outside program hours.
D. Delay integration until faculty receive interprofessional
training.
Correct answer
B
Rationales
Correct (B): Integrating interprofessional competencies into
existing courses preserves program length and enables vertical
and horizontal curriculum alignment; it leverages authentic
clinical experiences for assessment as recommended by
Halstead & Billings.
A: A new standalone course increases credit load or program
length and may isolate interprofessional learning rather than
embedding it in practice.
C: External workshops risk variability in quality and assessment,
and they separate competency attainment from program
assessment.
D: Faculty development is essential, but delaying integration
prevents timely compliance; concurrent faculty development
with phased integration is preferable.
Teaching Point
Embed new competencies into existing courses to maintain
coherence and program length.
Page | 4
