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: Stakeholder
Engagement
Stem
A newly formed curriculum committee is revising the
undergraduate nursing program outcomes. As the experienced
faculty lead, you must decide how to involve external
stakeholders (clinical partners, alumni, and employers) without
Page | 1
,derailing the committee’s timeline. Which approach best
balances stakeholder input with timely decision-making?
Options
A. Invite all stakeholders to full committee meetings so they can
participate directly in every discussion.
B. Form a small stakeholder advisory group that reviews draft
outcomes and provides structured feedback via a standardized
form.
C. Limit stakeholder involvement to a single stakeholder forum
after outcomes are finalized to present decisions.
D. Use an anonymous online survey for stakeholders and allow
the committee to interpret results without follow-up.
Correct answer
B
Rationales
Correct (B): Forming a focused advisory group that provides
structured feedback allows meaningful, organized stakeholder
input while protecting the committee from unfocused
interruptions. Structured instruments increase the usability of
feedback and permit iterative refinement without endless
meetings—consistent with effective stakeholder engagement
processes in curriculum development.
Incorrect (A): Inviting all stakeholders to every meeting often
introduces competing priorities and slows decision-making; it
conflates representation with operational governance.
Incorrect (C): Waiting until after outcomes are finalized risks
Page | 2
,missing essential external validity checks and reduces
stakeholder buy-in.
Incorrect (D): Anonymous surveys can produce useful data but
lack the clarifying dialogue needed to interpret ambiguous
responses; leaving interpretation solely to the committee
reduces transparency.
Teaching point
Use targeted advisory groups with structured feedback to
balance input and efficiency.
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 — Curriculum Design Models: Backward Design
Stem
Your program’s leadership asks you to redesign a 3-credit
clinical course because student performance on program-level
competency assessments is declining. You must recommend a
design approach that ensures course activities align with the
competencies. Which choice best operationalizes this
alignment?
Options
A. Start by selecting engaging learning activities and then
Page | 3
, choose assessments that fit those activities.
B. Identify desired program competencies, write measurable
course outcomes aligned to those competencies, and then
design assessments and learning experiences.
C. Increase clinical hours and reduce lecture time, assuming
more exposure will improve competency.
D. Replace current assessments with high-stakes standardized
tests to ensure mastery.
Correct answer
B
Rationales
Correct (B): Backward design starts with desired outcomes
(program competencies), then constructs measurable course
outcomes, assessments, and learning experiences that align—
maximizing construct validity and instructional coherence. This
approach targets the misalignment likely causing poor
performance.
Incorrect (A): Designing activities first risks misalignment
between what is taught and what is assessed; it privileges
methods over outcomes.
Incorrect (C): Simply increasing hours does not ensure
alignment of objectives and assessment; quantity of exposure is
not a guaranteed fix.
Incorrect (D): Replacing assessments with high-stakes
standardized tests addresses measurement but not curriculum
alignment, and may produce teaching-to-the-test behaviors.
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: Stakeholder
Engagement
Stem
A newly formed curriculum committee is revising the
undergraduate nursing program outcomes. As the experienced
faculty lead, you must decide how to involve external
stakeholders (clinical partners, alumni, and employers) without
Page | 1
,derailing the committee’s timeline. Which approach best
balances stakeholder input with timely decision-making?
Options
A. Invite all stakeholders to full committee meetings so they can
participate directly in every discussion.
B. Form a small stakeholder advisory group that reviews draft
outcomes and provides structured feedback via a standardized
form.
C. Limit stakeholder involvement to a single stakeholder forum
after outcomes are finalized to present decisions.
D. Use an anonymous online survey for stakeholders and allow
the committee to interpret results without follow-up.
Correct answer
B
Rationales
Correct (B): Forming a focused advisory group that provides
structured feedback allows meaningful, organized stakeholder
input while protecting the committee from unfocused
interruptions. Structured instruments increase the usability of
feedback and permit iterative refinement without endless
meetings—consistent with effective stakeholder engagement
processes in curriculum development.
Incorrect (A): Inviting all stakeholders to every meeting often
introduces competing priorities and slows decision-making; it
conflates representation with operational governance.
Incorrect (C): Waiting until after outcomes are finalized risks
Page | 2
,missing essential external validity checks and reduces
stakeholder buy-in.
Incorrect (D): Anonymous surveys can produce useful data but
lack the clarifying dialogue needed to interpret ambiguous
responses; leaving interpretation solely to the committee
reduces transparency.
Teaching point
Use targeted advisory groups with structured feedback to
balance input and efficiency.
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 — Curriculum Design Models: Backward Design
Stem
Your program’s leadership asks you to redesign a 3-credit
clinical course because student performance on program-level
competency assessments is declining. You must recommend a
design approach that ensures course activities align with the
competencies. Which choice best operationalizes this
alignment?
Options
A. Start by selecting engaging learning activities and then
Page | 3
, choose assessments that fit those activities.
B. Identify desired program competencies, write measurable
course outcomes aligned to those competencies, and then
design assessments and learning experiences.
C. Increase clinical hours and reduce lecture time, assuming
more exposure will improve competency.
D. Replace current assessments with high-stakes standardized
tests to ensure mastery.
Correct answer
B
Rationales
Correct (B): Backward design starts with desired outcomes
(program competencies), then constructs measurable course
outcomes, assessments, and learning experiences that align—
maximizing construct validity and instructional coherence. This
approach targets the misalignment likely causing poor
performance.
Incorrect (A): Designing activities first risks misalignment
between what is taught and what is assessed; it privileges
methods over outcomes.
Incorrect (C): Simply increasing hours does not ensure
alignment of objectives and assessment; quantity of exposure is
not a guaranteed fix.
Incorrect (D): Replacing assessments with high-stakes
standardized tests addresses measurement but not curriculum
alignment, and may produce teaching-to-the-test behaviors.
Page | 4
