GETTING STARTED IN TEACHING FOR
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
Q1
Reference: Part 1 — Participating in Curriculum Development:
Introduction to curriculum development
Stem: A school of nursing plans to revise its graduate
curriculum to better prepare nurse educators for competency-
based assessment. As the faculty lead, you must decide the first
formal action. Which next step best aligns curriculum
development principles to ensure needs are authentically
identified and prioritized?
Page | 1
,A. Draft new course objectives based on current faculty
expertise and then seek board approval.
B. Convene a multi-stakeholder needs analysis (students, clinical
partners, employers) and synthesize findings into priorities.
C. Adopt a widely used national curriculum template and map
existing courses to it.
D. Increase clinical practicum hours uniformly across programs
to improve competency.
Correct answer: B
Rationales
Correct (B): Conducting a multi-stakeholder needs analysis
aligns with foundational curriculum development principles by
ensuring relevance, stakeholder buy-in, and evidence-based
prioritization; it provides data to drive objectives, outcomes,
and alignment decisions. This approach follows Halstead &
Billings’ emphasis on grounding curricular change in systematic
needs assessment.
A: Starting with faculty-centric objectives risks misalignment
with learner and employer needs and can perpetuate existing
gaps.
C: Adopting an external template without local needs synthesis
may ignore contextual demands and stakeholder expectations.
D: Increasing practicum hours is an operational change, not a
first step; it may be inappropriate if needs analysis identifies
other priorities.
Page | 2
,Teaching point: Start curriculum revision with a structured,
multi-stakeholder needs assessment.
Citation: Halstead, J. A., & Billings, D. M. (2025). Getting Started
in Teaching for Nursing and the Health Professions (1st Ed.).
Part 1.
Q2
Reference: Part 1 — Participating in Curriculum Development:
Faculty role and responsibilities in curriculum development
Stem: A junior faculty member resists participating in
curriculum mapping, claiming insufficient expertise and time. As
curriculum committee chair, evaluate the strongest faculty
development response that balances capacity building and
program timelines.
A. Reassign mapping tasks to senior faculty and exempt the
junior faculty member.
B. Provide a brief workshop on mapping techniques and pair
the junior faculty with an experienced mentor for mapping
tasks.
C. Delay the mapping process until all faculty complete a
lengthy certification program.
D. Require the junior faculty member to complete mapping
independently with a deadline and no support.
Correct answer: B
Page | 3
, Rationales
Correct (B): Offering a targeted workshop plus mentorship
builds local capacity efficiently, respects timelines, and supports
faculty development—consistent with Halstead & Billings’
guidance that faculty responsibilities include continuous
development and shared curriculum stewardship.
A: Reassigning tasks creates inequity and undermines
professional growth and sustainability.
C: Delaying until full certification is impractical and stalls
necessary curriculum work.
D: Mandating unsupported work risks poor quality and faculty
disengagement.
Teaching point: Use focused workshops and mentorship to
build mapping competency while maintaining timelines.
Citation: Halstead, J. A., & Billings, D. M. (2025). Getting Started
in Teaching for Nursing and the Health Professions (1st Ed.).
Part 1.
Q3
Reference: Part 1 — Participating in Curriculum Development:
Educator competencies related to curriculum development
Stem: During a curriculum review, you identify variable use of
learning outcomes language across courses (some use tasks,
others use behaviors). Which educator competency
Page | 4
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
Q1
Reference: Part 1 — Participating in Curriculum Development:
Introduction to curriculum development
Stem: A school of nursing plans to revise its graduate
curriculum to better prepare nurse educators for competency-
based assessment. As the faculty lead, you must decide the first
formal action. Which next step best aligns curriculum
development principles to ensure needs are authentically
identified and prioritized?
Page | 1
,A. Draft new course objectives based on current faculty
expertise and then seek board approval.
B. Convene a multi-stakeholder needs analysis (students, clinical
partners, employers) and synthesize findings into priorities.
C. Adopt a widely used national curriculum template and map
existing courses to it.
D. Increase clinical practicum hours uniformly across programs
to improve competency.
Correct answer: B
Rationales
Correct (B): Conducting a multi-stakeholder needs analysis
aligns with foundational curriculum development principles by
ensuring relevance, stakeholder buy-in, and evidence-based
prioritization; it provides data to drive objectives, outcomes,
and alignment decisions. This approach follows Halstead &
Billings’ emphasis on grounding curricular change in systematic
needs assessment.
A: Starting with faculty-centric objectives risks misalignment
with learner and employer needs and can perpetuate existing
gaps.
C: Adopting an external template without local needs synthesis
may ignore contextual demands and stakeholder expectations.
D: Increasing practicum hours is an operational change, not a
first step; it may be inappropriate if needs analysis identifies
other priorities.
Page | 2
,Teaching point: Start curriculum revision with a structured,
multi-stakeholder needs assessment.
Citation: Halstead, J. A., & Billings, D. M. (2025). Getting Started
in Teaching for Nursing and the Health Professions (1st Ed.).
Part 1.
Q2
Reference: Part 1 — Participating in Curriculum Development:
Faculty role and responsibilities in curriculum development
Stem: A junior faculty member resists participating in
curriculum mapping, claiming insufficient expertise and time. As
curriculum committee chair, evaluate the strongest faculty
development response that balances capacity building and
program timelines.
A. Reassign mapping tasks to senior faculty and exempt the
junior faculty member.
B. Provide a brief workshop on mapping techniques and pair
the junior faculty with an experienced mentor for mapping
tasks.
C. Delay the mapping process until all faculty complete a
lengthy certification program.
D. Require the junior faculty member to complete mapping
independently with a deadline and no support.
Correct answer: B
Page | 3
, Rationales
Correct (B): Offering a targeted workshop plus mentorship
builds local capacity efficiently, respects timelines, and supports
faculty development—consistent with Halstead & Billings’
guidance that faculty responsibilities include continuous
development and shared curriculum stewardship.
A: Reassigning tasks creates inequity and undermines
professional growth and sustainability.
C: Delaying until full certification is impractical and stalls
necessary curriculum work.
D: Mandating unsupported work risks poor quality and faculty
disengagement.
Teaching point: Use focused workshops and mentorship to
build mapping competency while maintaining timelines.
Citation: Halstead, J. A., & Billings, D. M. (2025). Getting Started
in Teaching for Nursing and the Health Professions (1st Ed.).
Part 1.
Q3
Reference: Part 1 — Participating in Curriculum Development:
Educator competencies related to curriculum development
Stem: During a curriculum review, you identify variable use of
learning outcomes language across courses (some use tasks,
others use behaviors). Which educator competency
Page | 4
