GETTING STARTED IN TEACHING FOR
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
Reference
Ch. 1 — Introduction to Curriculum Development
Stem
A newly formed graduate nursing program must align its
curriculum with institutional mission, professional standards,
and community needs. As chair of the faculty curriculum
committee, you must decide how to begin curriculum design so
it meets accreditation expectations while engaging faculty.
Which first-step strategy best balances stakeholder alignment,
faculty ownership, and feasibility?
Page | 1
,Options
A. Draft a complete course-by-course syllabus internally, then
present it to stakeholders for approval.
B. Convene a facilitated needs-analysis workshop including
faculty, clinical partners, students, and community
representatives to identify outcomes and gaps.
C. Adopt an existing accredited program’s curriculum from
another institution to ensure rapid accreditation readiness.
D. Assign individual faculty to propose course content
independently, then compile the proposals into a program.
Correct answer
B
Rationale — Correct (3–4 sentences)
A facilitated needs-analysis workshop establishes shared
understanding of community needs, institutional mission, and
competency expectations; it fosters faculty ownership and early
stakeholder buy-in while generating data for accreditation.
Halstead & Billings emphasize beginning with outcomes and
needs analysis to ensure relevance and alignment. This
approach is feasible and creates a defensible record for
accreditation bodies.
Rationale — Incorrect
A. Drafting internally before stakeholder input risks
misalignment with external needs and reduces faculty
ownership; accreditation bodies expect evidence of stakeholder
engagement.
Page | 2
,C. Adopting another program may neglect local context,
regulatory differences, and institutional mission; it undermines
faculty development and accountability.
D. Independent proposals produce fragmentation and
misalignment of outcomes, risking curricular gaps and
redundancy.
Teaching point (≤20 words)
Start curriculum design with participatory needs analysis and
outcomes 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
You are a faculty member asked to join the curriculum
committee but are concerned about time demands and unclear
responsibilities. Which action most effectively demonstrates
professional responsibility while ensuring meaningful
contribution to curriculum development?
Options
A. Decline the appointment citing workload and request to be
Page | 3
, consulted only if major decisions arise.
B. Accept the role and immediately request a clear written role
description, time expectations, and a mentorship partner.
C. Accept the role without questions and attempt to handle
tasks as they arise.
D. Agree to a temporary observer role indefinitely until you feel
ready to fully contribute.
Correct answer
B
Rationale — Correct (3–4 sentences)
Requesting clarified role expectations and a mentorship partner
is consistent with professional responsibility while safeguarding
workload and effectiveness. Halstead & Billings note that
defined responsibilities and faculty development support
enable sustainable participation and high-quality contributions.
This strategy promotes accountability and builds curriculum
competencies.
Rationale — Incorrect
A. Declining removes the opportunity to influence curriculum
and neglects shared faculty stewardship.
C. Accepting without clarification risks overload and ineffective
participation due to unclear expectations.
D. Indefinite observer status delays decision-making
participation and does not address professional responsibility.
Page | 4
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
Reference
Ch. 1 — Introduction to Curriculum Development
Stem
A newly formed graduate nursing program must align its
curriculum with institutional mission, professional standards,
and community needs. As chair of the faculty curriculum
committee, you must decide how to begin curriculum design so
it meets accreditation expectations while engaging faculty.
Which first-step strategy best balances stakeholder alignment,
faculty ownership, and feasibility?
Page | 1
,Options
A. Draft a complete course-by-course syllabus internally, then
present it to stakeholders for approval.
B. Convene a facilitated needs-analysis workshop including
faculty, clinical partners, students, and community
representatives to identify outcomes and gaps.
C. Adopt an existing accredited program’s curriculum from
another institution to ensure rapid accreditation readiness.
D. Assign individual faculty to propose course content
independently, then compile the proposals into a program.
Correct answer
B
Rationale — Correct (3–4 sentences)
A facilitated needs-analysis workshop establishes shared
understanding of community needs, institutional mission, and
competency expectations; it fosters faculty ownership and early
stakeholder buy-in while generating data for accreditation.
Halstead & Billings emphasize beginning with outcomes and
needs analysis to ensure relevance and alignment. This
approach is feasible and creates a defensible record for
accreditation bodies.
Rationale — Incorrect
A. Drafting internally before stakeholder input risks
misalignment with external needs and reduces faculty
ownership; accreditation bodies expect evidence of stakeholder
engagement.
Page | 2
,C. Adopting another program may neglect local context,
regulatory differences, and institutional mission; it undermines
faculty development and accountability.
D. Independent proposals produce fragmentation and
misalignment of outcomes, risking curricular gaps and
redundancy.
Teaching point (≤20 words)
Start curriculum design with participatory needs analysis and
outcomes 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
You are a faculty member asked to join the curriculum
committee but are concerned about time demands and unclear
responsibilities. Which action most effectively demonstrates
professional responsibility while ensuring meaningful
contribution to curriculum development?
Options
A. Decline the appointment citing workload and request to be
Page | 3
, consulted only if major decisions arise.
B. Accept the role and immediately request a clear written role
description, time expectations, and a mentorship partner.
C. Accept the role without questions and attempt to handle
tasks as they arise.
D. Agree to a temporary observer role indefinitely until you feel
ready to fully contribute.
Correct answer
B
Rationale — Correct (3–4 sentences)
Requesting clarified role expectations and a mentorship partner
is consistent with professional responsibility while safeguarding
workload and effectiveness. Halstead & Billings note that
defined responsibilities and faculty development support
enable sustainable participation and high-quality contributions.
This strategy promotes accountability and builds curriculum
competencies.
Rationale — Incorrect
A. Declining removes the opportunity to influence curriculum
and neglects shared faculty stewardship.
C. Accepting without clarification risks overload and ineffective
participation due to unclear expectations.
D. Indefinite observer status delays decision-making
participation and does not address professional responsibility.
Page | 4
