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
A nursing school is transitioning from a content-based to a
competency-based curriculum. As a new faculty member on the
curriculum committee, you are asked to propose first steps to
ensure the change aligns with program outcomes and
accreditation expectations while minimizing disruption to
Page | 1
,students mid-cohort. Which initial action best balances
academic rigor, stakeholder buy-in, and risk mitigation?
A. Draft a full new course sequence and present it to the
curriculum committee for immediate adoption.
B. Convene a stakeholder working group (faculty, students,
clinical partners, accreditor liaison) to map current outcomes to
desired competencies and identify gaps.
C. Delay any curriculum changes until the next accreditation
cycle to avoid mid-cohort changes.
D. Replace a major course with a competency-based module
piloted in one clinical group without broader mapping.
Correct answer
B
Rationales
Correct (B): Convening a stakeholder working group to map
outcomes to competencies identifies gaps, secures buy-in, and
produces data to guide phased implementation—consistent
with best practices for deliberate curriculum change. This
approach balances rigor and risk by grounding decisions in
mapped evidence and stakeholder perspectives.
A: Drafting a full sequence prematurely ignores stakeholder
input and institutional constraints; it risks poor alignment and
low acceptability.
C: Automatic delay sacrifices responsiveness and learning
improvement; it avoids risk but fails learners and the program’s
duty to improve.
Page | 2
,D: Piloting without mapping risks isolated, non-aligned changes
and may create inequitable student experiences.
Teaching point
Begin change with mapped outcomes and stakeholder
engagement before redesigning courses.
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 — Introduction to curriculum development
Stem
During a curriculum review you discover that several required
clinical competencies are taught in different courses with no
clear progression. As the course lead asked to produce a
remedy plan, which strategy best demonstrates curriculum
design principles to create coherent progression?
A. Increase the number of clinical hours in each course non-
sequenced to ensure repetition.
B. Create a competency progression map that sequences
learning activities and assessments across courses and
semesters.
C. Move all assessment of those competencies into a single
capstone course to simplify tracking.
Page | 3
, D. Leave course content as is but add optional remediation
workshops at semester end.
Correct answer
B
Rationales
Correct (B): Developing a competency progression map clarifies
sequencing, scaffolding, and assessment points—key
curriculum design principles ensuring coherent student
development. It enables faculty alignment and targeted
evaluation.
A: Adding hours without intentional sequencing may increase
workload but not learning transfer or developmental
scaffolding.
C: Centralizing assessment in a capstone risks late detection of
deficits and fails formative, staged learning.
D: Optional workshops are insufficient for systemic
misalignment and may not reach those who need structured
learning.
Teaching point
Use competency maps to scaffold learning and assessment
across the curriculum.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). 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
Stem
A nursing school is transitioning from a content-based to a
competency-based curriculum. As a new faculty member on the
curriculum committee, you are asked to propose first steps to
ensure the change aligns with program outcomes and
accreditation expectations while minimizing disruption to
Page | 1
,students mid-cohort. Which initial action best balances
academic rigor, stakeholder buy-in, and risk mitigation?
A. Draft a full new course sequence and present it to the
curriculum committee for immediate adoption.
B. Convene a stakeholder working group (faculty, students,
clinical partners, accreditor liaison) to map current outcomes to
desired competencies and identify gaps.
C. Delay any curriculum changes until the next accreditation
cycle to avoid mid-cohort changes.
D. Replace a major course with a competency-based module
piloted in one clinical group without broader mapping.
Correct answer
B
Rationales
Correct (B): Convening a stakeholder working group to map
outcomes to competencies identifies gaps, secures buy-in, and
produces data to guide phased implementation—consistent
with best practices for deliberate curriculum change. This
approach balances rigor and risk by grounding decisions in
mapped evidence and stakeholder perspectives.
A: Drafting a full sequence prematurely ignores stakeholder
input and institutional constraints; it risks poor alignment and
low acceptability.
C: Automatic delay sacrifices responsiveness and learning
improvement; it avoids risk but fails learners and the program’s
duty to improve.
Page | 2
,D: Piloting without mapping risks isolated, non-aligned changes
and may create inequitable student experiences.
Teaching point
Begin change with mapped outcomes and stakeholder
engagement before redesigning courses.
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 — Introduction to curriculum development
Stem
During a curriculum review you discover that several required
clinical competencies are taught in different courses with no
clear progression. As the course lead asked to produce a
remedy plan, which strategy best demonstrates curriculum
design principles to create coherent progression?
A. Increase the number of clinical hours in each course non-
sequenced to ensure repetition.
B. Create a competency progression map that sequences
learning activities and assessments across courses and
semesters.
C. Move all assessment of those competencies into a single
capstone course to simplify tracking.
Page | 3
, D. Leave course content as is but add optional remediation
workshops at semester end.
Correct answer
B
Rationales
Correct (B): Developing a competency progression map clarifies
sequencing, scaffolding, and assessment points—key
curriculum design principles ensuring coherent student
development. It enables faculty alignment and targeted
evaluation.
A: Adding hours without intentional sequencing may increase
workload but not learning transfer or developmental
scaffolding.
C: Centralizing assessment in a capstone risks late detection of
deficits and fails formative, staged learning.
D: Optional workshops are insufficient for systemic
misalignment and may not reach those who need structured
learning.
Teaching point
Use competency maps to scaffold learning and assessment
across the curriculum.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
Page | 4
