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 new nursing program is beginning curriculum design. You lead
a faculty meeting where some members prioritize covering all
specialty clinical skills while others insist on fewer topics taught
in greater depth. As curriculum lead, how do you reconcile
these views to create a defensible program-level curriculum
framework?
Page | 1
,Options
A. Prioritize breadth by including all specialty skills in courses
and add clinical checklists so faculty feel covered.
B. Define program-level competencies first, then map content
and assessments to those competencies, negotiating depth vs.
breadth using gap analysis.
C. Allow each course coordinator to decide content scope to
preserve academic freedom and later reconcile during
accreditation.
D. Narrow the curriculum to core topics only, then defer
specialty skills to continuing education after graduation.
Correct answer
B
Rationales
Correct (B): Defining program-level competencies and using
mapping/gap analysis aligns content, learning activities, and
assessment; this evidence-based approach resolves depth vs.
breadth by focusing decisions on desired graduate outcomes. It
reflects curriculum design principles that start with outcomes
and align teaching/assessment.
A: Emphasizing breadth and checklists risks misalignment;
simply adding content without mapping undermines depth and
assessment validity.
C: Allowing uncoordinated course-level decisions creates
fragmentation and weakens curricular coherence; academic
freedom must be balanced with program outcomes.
Page | 2
,D: Deferring specialty skills to post-graduation can leave
graduates unprepared and fails to justify curriculum choices
against competency requirements.
Teaching point
Begin with competencies and map content/assessments to
ensure 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 — Introduction to curriculum development
Stem
During a needs assessment for curriculum revision, students
report anxiety about clinical decision-making while employers
report new expectations for systems thinking. As curriculum
chair, which approach best integrates these stakeholder data
into the revision process?
Options
A. Prioritize students’ anxiety by expanding simulation hours for
clinical decision-making and leave systems thinking for later.
B. Hold separate task forces: one to design simulation for
decision-making and another to create a standalone course on
systems thinking.
Page | 3
, C. Use stakeholder data to revise program outcomes to include
both clinical judgment and systems thinking, then design
integrated learning experiences.
D. Weight employer needs higher and restructure the
curriculum exclusively around systems-level competencies.
Correct answer
C
Rationales
Correct (C): Translating stakeholder input into revised program
outcomes and then designing integrated learning experiences
ensures alignment and responds to multiple stakeholder needs
simultaneously, which is central to evidence-based curriculum
development.
A: Focusing only on students ignores employer expectations
and may produce graduates misaligned with workforce needs.
B: Separate task forces risk siloing skills rather than integrating
competencies across contexts, reducing transfer.
D: Prioritizing employers exclusively can neglect learners’
immediate needs and compromise educational responsibility to
students.
Teaching point
Translate stakeholder input into program outcomes, then design
integrated learning experiences.
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 new nursing program is beginning curriculum design. You lead
a faculty meeting where some members prioritize covering all
specialty clinical skills while others insist on fewer topics taught
in greater depth. As curriculum lead, how do you reconcile
these views to create a defensible program-level curriculum
framework?
Page | 1
,Options
A. Prioritize breadth by including all specialty skills in courses
and add clinical checklists so faculty feel covered.
B. Define program-level competencies first, then map content
and assessments to those competencies, negotiating depth vs.
breadth using gap analysis.
C. Allow each course coordinator to decide content scope to
preserve academic freedom and later reconcile during
accreditation.
D. Narrow the curriculum to core topics only, then defer
specialty skills to continuing education after graduation.
Correct answer
B
Rationales
Correct (B): Defining program-level competencies and using
mapping/gap analysis aligns content, learning activities, and
assessment; this evidence-based approach resolves depth vs.
breadth by focusing decisions on desired graduate outcomes. It
reflects curriculum design principles that start with outcomes
and align teaching/assessment.
A: Emphasizing breadth and checklists risks misalignment;
simply adding content without mapping undermines depth and
assessment validity.
C: Allowing uncoordinated course-level decisions creates
fragmentation and weakens curricular coherence; academic
freedom must be balanced with program outcomes.
Page | 2
,D: Deferring specialty skills to post-graduation can leave
graduates unprepared and fails to justify curriculum choices
against competency requirements.
Teaching point
Begin with competencies and map content/assessments to
ensure 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 — Introduction to curriculum development
Stem
During a needs assessment for curriculum revision, students
report anxiety about clinical decision-making while employers
report new expectations for systems thinking. As curriculum
chair, which approach best integrates these stakeholder data
into the revision process?
Options
A. Prioritize students’ anxiety by expanding simulation hours for
clinical decision-making and leave systems thinking for later.
B. Hold separate task forces: one to design simulation for
decision-making and another to create a standalone course on
systems thinking.
Page | 3
, C. Use stakeholder data to revise program outcomes to include
both clinical judgment and systems thinking, then design
integrated learning experiences.
D. Weight employer needs higher and restructure the
curriculum exclusively around systems-level competencies.
Correct answer
C
Rationales
Correct (C): Translating stakeholder input into revised program
outcomes and then designing integrated learning experiences
ensures alignment and responds to multiple stakeholder needs
simultaneously, which is central to evidence-based curriculum
development.
A: Focusing only on students ignores employer expectations
and may produce graduates misaligned with workforce needs.
B: Separate task forces risk siloing skills rather than integrating
competencies across contexts, reducing transfer.
D: Prioritizing employers exclusively can neglect learners’
immediate needs and compromise educational responsibility to
students.
Teaching point
Translate stakeholder input into program outcomes, then design
integrated learning experiences.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
Page | 4
