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 new nursing program is revising its curriculum after a
graduate competency gap analysis revealed weak clinical
Page | 1
,reasoning among entry-level graduates. As the faculty
curriculum lead, you must decide the first practical step to align
curricular change with program outcomes and accreditation
requirements. Which action best balances stakeholder input,
evidence, and feasibility?
A. Immediately revise course-level objectives to add clinical
reasoning items across existing courses.
B. Convene a multi-stakeholder curriculum working group to
reframe program outcomes, map gaps, and propose phased
changes.
C. Hire adjunct clinical lecturers to teach additional clinical
reasoning content to students.
D. Increase the number of clinical hours in all clinical courses
without changing objectives.
Correct answer
B
Rationales
Correct (B): Forming a working group integrates stakeholder
perspectives (faculty, clinicians, students, accreditors), enables
gap mapping to program outcomes, and supports a phased,
evidence-based plan—consistent with curriculum development
principles emphasizing alignment and shared governance.
A: Jumping to course-level objective edits risks misalignment
with program outcomes and lacks stakeholder buy-in or a
systems view.
C: Hiring adjuncts may address teaching load but doesn't
Page | 2
,reframe outcomes or ensure curricular coherence.
D: Increasing hours without changing objectives or learning
activities likely wastes resources and may not target clinical
reasoning specifically.
Teaching Point
Start curriculum reform with stakeholder mapping and outcome
alignment.
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 committee deliberations, one faculty
member insists curriculum decisions should reflect faculty
preference rather than external workforce data. As a program
director charged with preserving educational integrity and
external accountability, which response best exemplifies an
educator competency in curriculum development?
A. Agree to follow faculty preference to maintain morale and
avoid conflict.
B. Use workforce data and competency frameworks to justify
Page | 3
, revisions while facilitating faculty dialogue about values and
evidence.
C. Defer the decision to the academic dean to avoid intra-
faculty politics.
D. Implement a pilot where faculty preferences are tested
without considering external data.
Correct answer
B
Rationales
Correct (B): Competent faculty synthesize empirical evidence
(workforce trends, competency frameworks) with faculty
values—facilitating shared understanding and evidence-based
decisions while respecting faculty voice.
A: Solely privileging preferences neglects external
accountability and evidence, risking irrelevance and
accreditation problems.
C: Deferring removes faculty responsibility and fails to build
capacity for curriculum leadership.
D: Piloting is useful but ignoring external data while testing
misses alignment with program responsibilities.
Teaching Point
Balance faculty input with external evidence to ensure
curricular relevance and accountability.
Citation
Halstead & Billings (2025). Ch. 1.
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 new nursing program is revising its curriculum after a
graduate competency gap analysis revealed weak clinical
Page | 1
,reasoning among entry-level graduates. As the faculty
curriculum lead, you must decide the first practical step to align
curricular change with program outcomes and accreditation
requirements. Which action best balances stakeholder input,
evidence, and feasibility?
A. Immediately revise course-level objectives to add clinical
reasoning items across existing courses.
B. Convene a multi-stakeholder curriculum working group to
reframe program outcomes, map gaps, and propose phased
changes.
C. Hire adjunct clinical lecturers to teach additional clinical
reasoning content to students.
D. Increase the number of clinical hours in all clinical courses
without changing objectives.
Correct answer
B
Rationales
Correct (B): Forming a working group integrates stakeholder
perspectives (faculty, clinicians, students, accreditors), enables
gap mapping to program outcomes, and supports a phased,
evidence-based plan—consistent with curriculum development
principles emphasizing alignment and shared governance.
A: Jumping to course-level objective edits risks misalignment
with program outcomes and lacks stakeholder buy-in or a
systems view.
C: Hiring adjuncts may address teaching load but doesn't
Page | 2
,reframe outcomes or ensure curricular coherence.
D: Increasing hours without changing objectives or learning
activities likely wastes resources and may not target clinical
reasoning specifically.
Teaching Point
Start curriculum reform with stakeholder mapping and outcome
alignment.
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 committee deliberations, one faculty
member insists curriculum decisions should reflect faculty
preference rather than external workforce data. As a program
director charged with preserving educational integrity and
external accountability, which response best exemplifies an
educator competency in curriculum development?
A. Agree to follow faculty preference to maintain morale and
avoid conflict.
B. Use workforce data and competency frameworks to justify
Page | 3
, revisions while facilitating faculty dialogue about values and
evidence.
C. Defer the decision to the academic dean to avoid intra-
faculty politics.
D. Implement a pilot where faculty preferences are tested
without considering external data.
Correct answer
B
Rationales
Correct (B): Competent faculty synthesize empirical evidence
(workforce trends, competency frameworks) with faculty
values—facilitating shared understanding and evidence-based
decisions while respecting faculty voice.
A: Solely privileging preferences neglects external
accountability and evidence, risking irrelevance and
accreditation problems.
C: Deferring removes faculty responsibility and fails to build
capacity for curriculum leadership.
D: Piloting is useful but ignoring external data while testing
misses alignment with program responsibilities.
Teaching Point
Balance faculty input with external evidence to ensure
curricular relevance and accountability.
Citation
Halstead & Billings (2025). Ch. 1.
Page | 4
