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 department is redesigning its master's nursing curriculum to
better prepare graduates for systems-based practice. As
curriculum lead, you review program outcomes and find they
emphasize clinical competence but lack explicit systems-
Page | 1
,thinking outcomes. Which curriculum action best aligns the
program with competency-based educational principles?
A. Add a single elective on systems thinking for interested
students.
B. Revise program outcomes to include explicit systems-thinking
competencies and map them across courses.
C. Require students to complete an extra practicum that
happens off-site with healthcare administrators.
D. Leave outcomes unchanged but encourage faculty to
mention systems concepts in lectures.
Correct answer
B
Rationale — Correct (3–4 sentences)
Revising program outcomes to explicitly include systems-
thinking competencies and mapping them across the
curriculum ensures intentional alignment between outcomes,
learning activities, and assessment — the core of competency-
based curriculum design. Mapping across courses creates
multiple opportunities for skill development and assessment,
improving validity and defensibility of program claims. This
approach reflects curriculum alignment principles emphasized
in the chapter.
Rationale — Incorrect
A. An elective addresses only a subset of learners and does not
ensure program-level competency development.
C. A single practicum may provide exposure but without
Page | 2
,mapped outcomes and assessments it risks being ad hoc.
D. Unstructured mention in lectures lacks intentionality and
assessment, undermining competency evidence.
Teaching point
Explicit outcomes + mapping = intentional competency
development and measurable program 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
Part 1 — Participating in Curriculum Development: Faculty role
and responsibilities
Stem
A faculty member resists a proposed curriculum revision, citing
increased workload and unclear benefits. As a curriculum
committee member, you must evaluate whether to proceed.
Which strategy best addresses both curriculum quality and
faculty engagement?
A. Implement the revision rapidly before opposition grows.
B. Halt the revision and maintain the current curriculum to
preserve faculty morale.
C. Use structured faculty development and shared decision-
making to co-design implementation steps.
Page | 3
, D. Outsource the revision to external consultants to avoid
internal conflict.
Correct answer
C
Rationale — Correct (3–4 sentences)
Structured faculty development plus shared decision-making
addresses legitimate workload concerns while building
ownership—key faculty roles described in the chapter. Co-
design fosters buy-in, surfaces practical barriers, and ensures
implementation is feasible. This strategy balances curriculum
quality with human resource realities and aligns with
recommended faculty responsibilities.
Rationale — Incorrect
A. Rapid implementation risks poor fidelity, resentment, and
superficial adoption.
B. Halting change sacrifices needed improvements and ignores
student/healthcare needs.
D. Outsourcing reduces internal capacity-building and may
produce solutions misaligned with institutional context.
Teaching point
Engage faculty through development and shared governance to
sustain meaningful curriculum change.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
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 department is redesigning its master's nursing curriculum to
better prepare graduates for systems-based practice. As
curriculum lead, you review program outcomes and find they
emphasize clinical competence but lack explicit systems-
Page | 1
,thinking outcomes. Which curriculum action best aligns the
program with competency-based educational principles?
A. Add a single elective on systems thinking for interested
students.
B. Revise program outcomes to include explicit systems-thinking
competencies and map them across courses.
C. Require students to complete an extra practicum that
happens off-site with healthcare administrators.
D. Leave outcomes unchanged but encourage faculty to
mention systems concepts in lectures.
Correct answer
B
Rationale — Correct (3–4 sentences)
Revising program outcomes to explicitly include systems-
thinking competencies and mapping them across the
curriculum ensures intentional alignment between outcomes,
learning activities, and assessment — the core of competency-
based curriculum design. Mapping across courses creates
multiple opportunities for skill development and assessment,
improving validity and defensibility of program claims. This
approach reflects curriculum alignment principles emphasized
in the chapter.
Rationale — Incorrect
A. An elective addresses only a subset of learners and does not
ensure program-level competency development.
C. A single practicum may provide exposure but without
Page | 2
,mapped outcomes and assessments it risks being ad hoc.
D. Unstructured mention in lectures lacks intentionality and
assessment, undermining competency evidence.
Teaching point
Explicit outcomes + mapping = intentional competency
development and measurable program 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
Part 1 — Participating in Curriculum Development: Faculty role
and responsibilities
Stem
A faculty member resists a proposed curriculum revision, citing
increased workload and unclear benefits. As a curriculum
committee member, you must evaluate whether to proceed.
Which strategy best addresses both curriculum quality and
faculty engagement?
A. Implement the revision rapidly before opposition grows.
B. Halt the revision and maintain the current curriculum to
preserve faculty morale.
C. Use structured faculty development and shared decision-
making to co-design implementation steps.
Page | 3
, D. Outsource the revision to external consultants to avoid
internal conflict.
Correct answer
C
Rationale — Correct (3–4 sentences)
Structured faculty development plus shared decision-making
addresses legitimate workload concerns while building
ownership—key faculty roles described in the chapter. Co-
design fosters buy-in, surfaces practical barriers, and ensures
implementation is feasible. This strategy balances curriculum
quality with human resource realities and aligns with
recommended faculty responsibilities.
Rationale — Incorrect
A. Rapid implementation risks poor fidelity, resentment, and
superficial adoption.
B. Halting change sacrifices needed improvements and ignores
student/healthcare needs.
D. Outsourcing reduces internal capacity-building and may
produce solutions misaligned with institutional context.
Teaching point
Engage faculty through development and shared governance to
sustain meaningful curriculum change.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Page | 4
