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
Stem
You are part of a newly formed program committee tasked with
revising a graduate nursing curriculum. The dean asks the
committee to prioritize which initial activity will most effectively
ensure the revised curriculum meets learner and service needs.
Which first step should the committee take to ground the
revision in evidence and stakeholder needs?
Page | 1
,A. Convene faculty workshops to teach curriculum theory
before gathering external input.
B. Conduct a systematic needs assessment involving learners,
clinical partners, and employers.
C. Draft learning outcomes from national frameworks and then
seek stakeholder feedback.
D. Focus immediately on sequencing courses to reduce
redundancy across semesters.
Correct answer: B
Rationales
Correct (B): A systematic needs assessment identifies gaps
between current program outcomes and
practice/learner/community needs; it provides data to guide
priorities and aligns the curriculum with stakeholders and
evidence. This aligns with curriculum development principles
emphasizing data-driven initiation of change.
A: Faculty development is important, but initiating with
workshops before understanding needs risks designing a
curriculum that addresses faculty preferences rather than
stakeholder needs.
C: Drafting outcomes from national frameworks is efficient but
premature without local needs data; outcomes should be
adapted based on the needs assessment.
D: Sequencing is a later design activity. Starting with course
order before needs analysis risks conserving existing structure
rather than responding to identified gaps.
Page | 2
,Teaching point: Begin curriculum revision with a
comprehensive, multi-stakeholder needs assessment.
Citation: Halstead, J. A., & Billings, D. M. (2025). Getting Started
in Teaching for Nursing and the Health Professions (1st Ed.). Ch.
1 — Introduction to curriculum development.
2
Reference
Ch. 1 — Introduction to curriculum development
Stem
During a curriculum redesign meeting, two faculty disagree: one
advocates a competency-based structure organized around
observable practice tasks; the other insists on a discipline-
centered content sequence. As the curriculum lead, how should
you evaluate which structural approach best serves graduate
learners entering complex clinical roles?
A. Choose competency-based structure if it clearly maps
practice competencies to assessments and clinical expectations.
B. Default to discipline-centered sequencing because it
preserves faculty expertise and content integrity.
C. Combine both by keeping discipline sequencing and adding
checklists for competencies without changing assessments.
D. Postpone structural decisions until after selecting textbooks
and learning resources.
Correct answer: A
Page | 3
, Rationales
Correct (A): Competency-based structures focus curriculum on
demonstrable capabilities linked to assessment and clinical
expectations—appropriate for graduate-level preparation for
complex roles. Evaluation should prioritize alignment of
competencies with assessment and workplace expectations.
B: Discipline-centered sequencing may preserve content but
can fragment learning and fail to ensure observable
competence in practice.
C: Superficial combination (adding checklists) without
redesigning assessments and learning activities will not achieve
true competency alignment.
D: Textbook selection is ancillary; delaying structural decisions
prevents alignment of outcomes, instruction, and assessment.
Teaching point: Prioritize structures that align outcomes with
observable competencies and assessments.
Citation: Halstead, J. A., & Billings, D. M. (2025). Getting Started
in Teaching for Nursing and the Health Professions (1st Ed.). Ch.
1 — Introduction to curriculum development.
3
Reference
Ch. 1 — Introduction to curriculum development
Stem
A curriculum committee seeks to make the program more
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
Stem
You are part of a newly formed program committee tasked with
revising a graduate nursing curriculum. The dean asks the
committee to prioritize which initial activity will most effectively
ensure the revised curriculum meets learner and service needs.
Which first step should the committee take to ground the
revision in evidence and stakeholder needs?
Page | 1
,A. Convene faculty workshops to teach curriculum theory
before gathering external input.
B. Conduct a systematic needs assessment involving learners,
clinical partners, and employers.
C. Draft learning outcomes from national frameworks and then
seek stakeholder feedback.
D. Focus immediately on sequencing courses to reduce
redundancy across semesters.
Correct answer: B
Rationales
Correct (B): A systematic needs assessment identifies gaps
between current program outcomes and
practice/learner/community needs; it provides data to guide
priorities and aligns the curriculum with stakeholders and
evidence. This aligns with curriculum development principles
emphasizing data-driven initiation of change.
A: Faculty development is important, but initiating with
workshops before understanding needs risks designing a
curriculum that addresses faculty preferences rather than
stakeholder needs.
C: Drafting outcomes from national frameworks is efficient but
premature without local needs data; outcomes should be
adapted based on the needs assessment.
D: Sequencing is a later design activity. Starting with course
order before needs analysis risks conserving existing structure
rather than responding to identified gaps.
Page | 2
,Teaching point: Begin curriculum revision with a
comprehensive, multi-stakeholder needs assessment.
Citation: Halstead, J. A., & Billings, D. M. (2025). Getting Started
in Teaching for Nursing and the Health Professions (1st Ed.). Ch.
1 — Introduction to curriculum development.
2
Reference
Ch. 1 — Introduction to curriculum development
Stem
During a curriculum redesign meeting, two faculty disagree: one
advocates a competency-based structure organized around
observable practice tasks; the other insists on a discipline-
centered content sequence. As the curriculum lead, how should
you evaluate which structural approach best serves graduate
learners entering complex clinical roles?
A. Choose competency-based structure if it clearly maps
practice competencies to assessments and clinical expectations.
B. Default to discipline-centered sequencing because it
preserves faculty expertise and content integrity.
C. Combine both by keeping discipline sequencing and adding
checklists for competencies without changing assessments.
D. Postpone structural decisions until after selecting textbooks
and learning resources.
Correct answer: A
Page | 3
, Rationales
Correct (A): Competency-based structures focus curriculum on
demonstrable capabilities linked to assessment and clinical
expectations—appropriate for graduate-level preparation for
complex roles. Evaluation should prioritize alignment of
competencies with assessment and workplace expectations.
B: Discipline-centered sequencing may preserve content but
can fragment learning and fail to ensure observable
competence in practice.
C: Superficial combination (adding checklists) without
redesigning assessments and learning activities will not achieve
true competency alignment.
D: Textbook selection is ancillary; delaying structural decisions
prevents alignment of outcomes, instruction, and assessment.
Teaching point: Prioritize structures that align outcomes with
observable competencies and assessments.
Citation: Halstead, J. A., & Billings, D. M. (2025). Getting Started
in Teaching for Nursing and the Health Professions (1st Ed.). Ch.
1 — Introduction to curriculum development.
3
Reference
Ch. 1 — Introduction to curriculum development
Stem
A curriculum committee seeks to make the program more
Page | 4
