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: Needs
assessment and stakeholder analysis
Stem
You are the novice chair of a faculty curriculum committee at a
school of nursing. Recent preceptor feedback indicates
graduates are underprepared for population-health clinical
assignments. The dean asks you to lead a rapid curriculum
Page | 1
,review. Which first step best aligns with evidence-based
curriculum design principles to diagnose the root cause?
A. Convene a faculty retreat to brainstorm broad course
changes.
B. Review program outcomes and perform a formal needs
assessment including stakeholder interviews (preceptors,
graduates, employers).
C. Immediately add a required population-health clinical course
to the curriculum.
D. Survey current students about perceived preparedness and
base revisions on those responses.
Correct answer: B
Rationale — Correct (B)
A formal needs assessment that includes multiple stakeholders
aligns with Halstead & Billings’ emphasis on systematic data
gathering to identify gaps between current and desired
competencies. It diagnoses root causes rather than assuming
solutions, and produces triangulated evidence to guide targeted
curricular change. This approach supports defensible, learner-
centered curriculum decisions.
Rationale — Incorrect
A. Brainstorming prematurely focuses on solutions without
data; it risks confirming bias and missing system causes.
C. Adding a course is a solution before problem analysis; it may
duplicate content and strain resources.
Page | 2
,D. Student perceptions are useful but insufficient alone; they
must be triangulated with employer and preceptor data.
Teaching point
Start with a structured needs assessment involving diverse
stakeholders.
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: Distributed leadership
Stem
A small faculty group dominates curriculum meetings and
trivializes clinical faculty input, creating resistance and poor
implementation. As curriculum lead, you must redesign
committee structure to improve legitimacy and ownership.
Which restructuring best supports sustainable faculty
engagement and curricular accountability?
A. Retain the small core group but ask them to solicit
anonymous feedback from clinical faculty.
B. Create a representative, task-based curriculum working
group that includes clinical faculty, students, and community
partners with clear decision authorities.
Page | 3
, C. Move all curriculum decisions to the dean’s office to
centralize accountability.
D. Rotate faculty membership monthly to ensure all voices are
heard.
Correct answer: B
Rationale — Correct (B)
Halstead & Billings emphasize inclusive, role-defined
participation and clear governance for effective curriculum
development. A representative, task-based structure gives voice
to stakeholders, clarifies responsibilities, and enhances
ownership and implementation fidelity. It balances expertise
and accountability, reducing marginalization of clinical
educators.
Rationale — Incorrect
A. Anonymous feedback lacks transparency and does not create
shared ownership or decision authority.
C. Centralizing decisions undermines faculty agency and risks
poor buy-in.
D. Monthly rotation may dilute expertise, impede continuity,
and create inefficiency.
Teaching point
Design governance that is representative, role-clear, and task-
oriented.
Citation
Halstead & Billings (2025). Ch. 1.
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: Needs
assessment and stakeholder analysis
Stem
You are the novice chair of a faculty curriculum committee at a
school of nursing. Recent preceptor feedback indicates
graduates are underprepared for population-health clinical
assignments. The dean asks you to lead a rapid curriculum
Page | 1
,review. Which first step best aligns with evidence-based
curriculum design principles to diagnose the root cause?
A. Convene a faculty retreat to brainstorm broad course
changes.
B. Review program outcomes and perform a formal needs
assessment including stakeholder interviews (preceptors,
graduates, employers).
C. Immediately add a required population-health clinical course
to the curriculum.
D. Survey current students about perceived preparedness and
base revisions on those responses.
Correct answer: B
Rationale — Correct (B)
A formal needs assessment that includes multiple stakeholders
aligns with Halstead & Billings’ emphasis on systematic data
gathering to identify gaps between current and desired
competencies. It diagnoses root causes rather than assuming
solutions, and produces triangulated evidence to guide targeted
curricular change. This approach supports defensible, learner-
centered curriculum decisions.
Rationale — Incorrect
A. Brainstorming prematurely focuses on solutions without
data; it risks confirming bias and missing system causes.
C. Adding a course is a solution before problem analysis; it may
duplicate content and strain resources.
Page | 2
,D. Student perceptions are useful but insufficient alone; they
must be triangulated with employer and preceptor data.
Teaching point
Start with a structured needs assessment involving diverse
stakeholders.
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: Distributed leadership
Stem
A small faculty group dominates curriculum meetings and
trivializes clinical faculty input, creating resistance and poor
implementation. As curriculum lead, you must redesign
committee structure to improve legitimacy and ownership.
Which restructuring best supports sustainable faculty
engagement and curricular accountability?
A. Retain the small core group but ask them to solicit
anonymous feedback from clinical faculty.
B. Create a representative, task-based curriculum working
group that includes clinical faculty, students, and community
partners with clear decision authorities.
Page | 3
, C. Move all curriculum decisions to the dean’s office to
centralize accountability.
D. Rotate faculty membership monthly to ensure all voices are
heard.
Correct answer: B
Rationale — Correct (B)
Halstead & Billings emphasize inclusive, role-defined
participation and clear governance for effective curriculum
development. A representative, task-based structure gives voice
to stakeholders, clarifies responsibilities, and enhances
ownership and implementation fidelity. It balances expertise
and accountability, reducing marginalization of clinical
educators.
Rationale — Incorrect
A. Anonymous feedback lacks transparency and does not create
shared ownership or decision authority.
C. Centralizing decisions undermines faculty agency and risks
poor buy-in.
D. Monthly rotation may dilute expertise, impede continuity,
and create inefficiency.
Teaching point
Design governance that is representative, role-clear, and task-
oriented.
Citation
Halstead & Billings (2025). Ch. 1.
Page | 4
