GETTING STARTED IN TEACHING FOR
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
MCQ 1
Reference: Ch. 1 — Introduction to Curriculum Development
Stem:
A newly appointed faculty member joins a program that is
beginning a full curriculum revision. The faculty notes that
stakeholders disagree on whether the curriculum should be
content-heavy or concept-based. As the planning team begins
its early meetings, the faculty member wants to ensure
alignment between the curriculum philosophy and program
outcomes.
Page | 1
,Which initial action is most consistent with foundational
curriculum development principles?
Options:
A. Advocate for adopting a concept-based model because it
aligns with current national trends.
B. Facilitate a faculty discussion clarifying the program’s
educational philosophy before structuring content.
C. Begin mapping existing courses to accreditation standards to
determine deficiencies.
D. Conduct a student survey to identify learner preferences
regarding course structure.
Correct Answer: B
Rationale – Correct:
Clarifying the program’s philosophy early supports coherent
curriculum design, ensures alignment with outcomes, and
reflects the foundational step in curriculum development
emphasized by Halstead & Billings. Without a shared
philosophical base, subsequent decisions (content, structure,
evaluation) lack cohesion.
Rationale – Incorrect:
A: Imposes a model without considering institutional
philosophy, violating the collaborative and contextual nature of
curriculum development.
C: Mapping is important but occurs after establishing
philosophy and outcomes.
Page | 2
,D: Student preference data may inform delivery methods, not
foundational curriculum structure.
Teaching Point (≤20 words):
Curriculum design begins with faculty consensus on program
philosophy that anchors outcomes, content, and evaluation
decisions.
Citation:
Halstead & Billings (2025). Getting Started in Teaching for
Nursing and the Health Professions. Ch. 1.
MCQ 2
Reference: Ch. 1 — Introduction to Curriculum Development
Stem:
During a curriculum retreat, faculty recognize misalignment
between program outcomes and course-level assessments. As
they begin revising, one faculty member suggests rewriting
program outcomes first, while another suggests adjusting
assessments before outcomes.
Which position reflects sound curriculum development
sequencing?
Options:
A. Adjust assessments first to determine whether existing
outcomes remain relevant.
B. Revise outcomes first to guide assessment alignment
throughout the curriculum.
Page | 3
, C. Modify both outcomes and assessments simultaneously to
avoid version inconsistency.
D. Retain current outcomes and update assessments
incrementally each semester.
Correct Answer: B
Rationale – Correct:
Program outcomes are foundational; assessments must validly
measure them. Revising outcomes first is consistent with
backward design and curriculum development frameworks.
Incorrect Options:
A: Assessments cannot lead curriculum design because they
must reflect established outcomes.
C: Simultaneous revision risks inconsistency and undermines
logical sequencing.
D: Incremental updates without outcome review perpetuate
misalignment.
Teaching Point:
Curriculum assessment alignment requires establishing or
revising outcomes before designing or revising evaluation
methods.
Citation: Halstead & Billings (2025), Ch. 1.
MCQ 3
Reference: Ch. 1 — Faculty Roles in Curriculum Development
Page | 4
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
MCQ 1
Reference: Ch. 1 — Introduction to Curriculum Development
Stem:
A newly appointed faculty member joins a program that is
beginning a full curriculum revision. The faculty notes that
stakeholders disagree on whether the curriculum should be
content-heavy or concept-based. As the planning team begins
its early meetings, the faculty member wants to ensure
alignment between the curriculum philosophy and program
outcomes.
Page | 1
,Which initial action is most consistent with foundational
curriculum development principles?
Options:
A. Advocate for adopting a concept-based model because it
aligns with current national trends.
B. Facilitate a faculty discussion clarifying the program’s
educational philosophy before structuring content.
C. Begin mapping existing courses to accreditation standards to
determine deficiencies.
D. Conduct a student survey to identify learner preferences
regarding course structure.
Correct Answer: B
Rationale – Correct:
Clarifying the program’s philosophy early supports coherent
curriculum design, ensures alignment with outcomes, and
reflects the foundational step in curriculum development
emphasized by Halstead & Billings. Without a shared
philosophical base, subsequent decisions (content, structure,
evaluation) lack cohesion.
Rationale – Incorrect:
A: Imposes a model without considering institutional
philosophy, violating the collaborative and contextual nature of
curriculum development.
C: Mapping is important but occurs after establishing
philosophy and outcomes.
Page | 2
,D: Student preference data may inform delivery methods, not
foundational curriculum structure.
Teaching Point (≤20 words):
Curriculum design begins with faculty consensus on program
philosophy that anchors outcomes, content, and evaluation
decisions.
Citation:
Halstead & Billings (2025). Getting Started in Teaching for
Nursing and the Health Professions. Ch. 1.
MCQ 2
Reference: Ch. 1 — Introduction to Curriculum Development
Stem:
During a curriculum retreat, faculty recognize misalignment
between program outcomes and course-level assessments. As
they begin revising, one faculty member suggests rewriting
program outcomes first, while another suggests adjusting
assessments before outcomes.
Which position reflects sound curriculum development
sequencing?
Options:
A. Adjust assessments first to determine whether existing
outcomes remain relevant.
B. Revise outcomes first to guide assessment alignment
throughout the curriculum.
Page | 3
, C. Modify both outcomes and assessments simultaneously to
avoid version inconsistency.
D. Retain current outcomes and update assessments
incrementally each semester.
Correct Answer: B
Rationale – Correct:
Program outcomes are foundational; assessments must validly
measure them. Revising outcomes first is consistent with
backward design and curriculum development frameworks.
Incorrect Options:
A: Assessments cannot lead curriculum design because they
must reflect established outcomes.
C: Simultaneous revision risks inconsistency and undermines
logical sequencing.
D: Incremental updates without outcome review perpetuate
misalignment.
Teaching Point:
Curriculum assessment alignment requires establishing or
revising outcomes before designing or revising evaluation
methods.
Citation: Halstead & Billings (2025), Ch. 1.
MCQ 3
Reference: Ch. 1 — Faculty Roles in Curriculum Development
Page | 4
