GETTING STARTED IN TEACHING FOR
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
1
1
Reference
Part 1 — Participating in Curriculum Development: Introduction
to curriculum development
Stem (2–4 sentences)
A nursing faculty team is revising an undergraduate course to
better prepare students for complex clinical judgment. As the
faculty lead, you must choose whether to prioritize content
breadth or integration of competency-based outcomes that
Page | 1
,require active learning. Given limited contact hours and diverse
learner preparation, which curriculum design decision best
aligns with foundational curriculum development principles?
Options
A. Preserve existing breadth of content and add a single
integrated clinical simulation at the end of the course.
B. Reduce content topics modestly and restructure modules
around a small set of competency-based outcomes with aligned
active-learning activities.
C. Maintain all content but convert lectures to asynchronous
recordings to free synchronous time for more content coverage.
D. Replace half the lectures with standardized multiple-choice
assessments to ensure content mastery.
Correct answer
B
Rationales
• Correct (B): Restructuring around prioritized competency-
based outcomes and aligning active learning maximizes
depth over breadth, supports transfer to clinical judgment,
and reflects curriculum development principles that
emphasize alignment of outcomes, teaching strategies,
and assessment. This option addresses limited contact
hours by focusing on essential competencies and engaging
learners in authentic tasks.
Page | 2
, • A: A single end-of-course simulation is insufficient to
integrate competencies across learning and may not
provide distributed practice; it preserves breadth at the
expense of skill development.
• C: Asynchronous lectures free time but do not change
curricular priorities; without intentional reduction and
alignment of topics, cognitive overload and superficial
coverage persist.
• D: Replacing lectures with MCQ assessments focuses on
recall and does not create learning experiences that
develop clinical judgment or higher-order competencies.
Teaching point
Prioritize fewer, clearly aligned competency outcomes and
active-learning experiences over maximal content breadth.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Part
1.
2
Reference
Part 1 — Participating in Curriculum Development: Faculty role
and responsibilities in curriculum development
Page | 3
, Stem (2–4 sentences)
You are a clinical faculty member asked to contribute to a
curriculum committee revising the clinical practicum sequence.
Committee members disagree about whether clinical faculty
should only deliver assigned experiences or actively participate
in defining learning outcomes and assessments. From a faculty-
role perspective, what is the most defensible position for a
clinical faculty member to take?
Options
A. Advocate that clinical faculty should focus only on delivering
clinical experiences; curriculum design is an academic
responsibility.
B. Insist that clinical faculty co-lead development of learning
outcomes and assessment strategies for practicums due to their
contextual knowledge.
C. Suggest leaving outcome definitions to accreditation
specialists and only implement assessments as provided.
D. Volunteer to write all clinical assessment tools alone to
expedite the process.
Correct answer
B
Rationales
• Correct (B): Clinical faculty possess contextual knowledge
of practice environments and learner readiness; active
participation in defining outcomes and assessments
ensures authenticity and feasibility, aligning with faculty
Page | 4
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
1
1
Reference
Part 1 — Participating in Curriculum Development: Introduction
to curriculum development
Stem (2–4 sentences)
A nursing faculty team is revising an undergraduate course to
better prepare students for complex clinical judgment. As the
faculty lead, you must choose whether to prioritize content
breadth or integration of competency-based outcomes that
Page | 1
,require active learning. Given limited contact hours and diverse
learner preparation, which curriculum design decision best
aligns with foundational curriculum development principles?
Options
A. Preserve existing breadth of content and add a single
integrated clinical simulation at the end of the course.
B. Reduce content topics modestly and restructure modules
around a small set of competency-based outcomes with aligned
active-learning activities.
C. Maintain all content but convert lectures to asynchronous
recordings to free synchronous time for more content coverage.
D. Replace half the lectures with standardized multiple-choice
assessments to ensure content mastery.
Correct answer
B
Rationales
• Correct (B): Restructuring around prioritized competency-
based outcomes and aligning active learning maximizes
depth over breadth, supports transfer to clinical judgment,
and reflects curriculum development principles that
emphasize alignment of outcomes, teaching strategies,
and assessment. This option addresses limited contact
hours by focusing on essential competencies and engaging
learners in authentic tasks.
Page | 2
, • A: A single end-of-course simulation is insufficient to
integrate competencies across learning and may not
provide distributed practice; it preserves breadth at the
expense of skill development.
• C: Asynchronous lectures free time but do not change
curricular priorities; without intentional reduction and
alignment of topics, cognitive overload and superficial
coverage persist.
• D: Replacing lectures with MCQ assessments focuses on
recall and does not create learning experiences that
develop clinical judgment or higher-order competencies.
Teaching point
Prioritize fewer, clearly aligned competency outcomes and
active-learning experiences over maximal content breadth.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Part
1.
2
Reference
Part 1 — Participating in Curriculum Development: Faculty role
and responsibilities in curriculum development
Page | 3
, Stem (2–4 sentences)
You are a clinical faculty member asked to contribute to a
curriculum committee revising the clinical practicum sequence.
Committee members disagree about whether clinical faculty
should only deliver assigned experiences or actively participate
in defining learning outcomes and assessments. From a faculty-
role perspective, what is the most defensible position for a
clinical faculty member to take?
Options
A. Advocate that clinical faculty should focus only on delivering
clinical experiences; curriculum design is an academic
responsibility.
B. Insist that clinical faculty co-lead development of learning
outcomes and assessment strategies for practicums due to their
contextual knowledge.
C. Suggest leaving outcome definitions to accreditation
specialists and only implement assessments as provided.
D. Volunteer to write all clinical assessment tools alone to
expedite the process.
Correct answer
B
Rationales
• Correct (B): Clinical faculty possess contextual knowledge
of practice environments and learner readiness; active
participation in defining outcomes and assessments
ensures authenticity and feasibility, aligning with faculty
Page | 4
