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 MSN program team must choose between a
competency-based curriculum and a traditional course-
sequence model. As the curriculum lead, you are asked to
present a recommendation that prioritizes graduate-level
clinical judgement and measurable outcomes across settings.
Page | 1
,Which approach best aligns with graduate nursing education
goals and why?
A. Recommend a traditional course-sequence model to
preserve depth in each subject.
B. Recommend a competency-based curriculum emphasizing
observable competencies and mapped assessments.
C. Recommend a hybrid model that keeps traditional courses
but delays competency assessment until clinical practicum.
D. Recommend self-directed learning modules with summative
national exam focus.
Correct answer
B
Rationale — Correct (3–4 sentences)
A competency-based curriculum explicitly aligns learning
activities with observable graduate-level competencies and
measurable outcomes, supporting transfer of clinical judgment
across varied settings. It enables targeted assessment strategies
and curriculum mapping, which are essential for graduate
programs that emphasize applied competence over content
coverage. Halstead & Billings emphasize alignment of
outcomes, assessment, and learning experiences—making
competency-based design the optimal choice.
Rationale — Incorrect
A. Traditional course sequencing may provide content depth but
often lacks explicit mapping to observable competencies and
system-level outcomes required at graduate level.
Page | 2
,C. A hybrid that postpones competency assessment risks
misalignment and delays corrective remediation until too late in
the program.
D. Self-directed modules + national exam focus may neglect
program-specific competencies and the formative assessment
needed for professional judgment.
Teaching Point
Design around measurable competencies, not just course
content.
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 initial curriculum mapping, faculty discover gaps where
interprofessional collaboration should be practiced but is not
assessed. As the program director, which curriculum revision
best closes that gap while ensuring valid assessment?
A. Insert a single interprofessional lecture in Year 2 and add it to
the syllabus.
B. Embed interprofessional simulation activities with direct
observation rubrics across multiple courses.
Page | 3
, C. Require students to attend an off-campus interprofessional
conference once during the program.
D. Add reflective journal entries about interprofessional
teamwork without structured assessment rubrics.
Correct answer
B
Rationale — Correct (3–4 sentences)
Embedding interprofessional simulation activities across
courses allows deliberate practice, direct observation, and
reliable rubric-based assessment—closing both learning and
assessment gaps. This approach aligns learning experiences
with measurable outcomes and supports faculty calibration for
consistent evaluation. Halstead & Billings stress integrating
learning activities with assessment to ensure competence.
Rationale — Incorrect
A. A single lecture increases exposure but does not provide
performance practice or assessment evidence.
C. Conference attendance is variable in educational value and
lacks standardized assessment of skill transfer.
D. Reflective journals provide insight but without structured
rubrics they are weak evidence for competency in collaborative
performance.
Teaching Point
Assess interprofessional skills through observed, rubric-based
activities across the curriculum.
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 MSN program team must choose between a
competency-based curriculum and a traditional course-
sequence model. As the curriculum lead, you are asked to
present a recommendation that prioritizes graduate-level
clinical judgement and measurable outcomes across settings.
Page | 1
,Which approach best aligns with graduate nursing education
goals and why?
A. Recommend a traditional course-sequence model to
preserve depth in each subject.
B. Recommend a competency-based curriculum emphasizing
observable competencies and mapped assessments.
C. Recommend a hybrid model that keeps traditional courses
but delays competency assessment until clinical practicum.
D. Recommend self-directed learning modules with summative
national exam focus.
Correct answer
B
Rationale — Correct (3–4 sentences)
A competency-based curriculum explicitly aligns learning
activities with observable graduate-level competencies and
measurable outcomes, supporting transfer of clinical judgment
across varied settings. It enables targeted assessment strategies
and curriculum mapping, which are essential for graduate
programs that emphasize applied competence over content
coverage. Halstead & Billings emphasize alignment of
outcomes, assessment, and learning experiences—making
competency-based design the optimal choice.
Rationale — Incorrect
A. Traditional course sequencing may provide content depth but
often lacks explicit mapping to observable competencies and
system-level outcomes required at graduate level.
Page | 2
,C. A hybrid that postpones competency assessment risks
misalignment and delays corrective remediation until too late in
the program.
D. Self-directed modules + national exam focus may neglect
program-specific competencies and the formative assessment
needed for professional judgment.
Teaching Point
Design around measurable competencies, not just course
content.
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 initial curriculum mapping, faculty discover gaps where
interprofessional collaboration should be practiced but is not
assessed. As the program director, which curriculum revision
best closes that gap while ensuring valid assessment?
A. Insert a single interprofessional lecture in Year 2 and add it to
the syllabus.
B. Embed interprofessional simulation activities with direct
observation rubrics across multiple courses.
Page | 3
, C. Require students to attend an off-campus interprofessional
conference once during the program.
D. Add reflective journal entries about interprofessional
teamwork without structured assessment rubrics.
Correct answer
B
Rationale — Correct (3–4 sentences)
Embedding interprofessional simulation activities across
courses allows deliberate practice, direct observation, and
reliable rubric-based assessment—closing both learning and
assessment gaps. This approach aligns learning experiences
with measurable outcomes and supports faculty calibration for
consistent evaluation. Halstead & Billings stress integrating
learning activities with assessment to ensure competence.
Rationale — Incorrect
A. A single lecture increases exposure but does not provide
performance practice or assessment evidence.
C. Conference attendance is variable in educational value and
lacks standardized assessment of skill transfer.
D. Reflective journals provide insight but without structured
rubrics they are weak evidence for competency in collaborative
performance.
Teaching Point
Assess interprofessional skills through observed, rubric-based
activities across the curriculum.
Page | 4
