GETTING STARTED IN TEACHING FOR
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
Reference
Ch. 1 — Introduction to curriculum development
Stem
A nursing program schedules a curriculum review after several
years of incremental changes led by individual course faculty. As
the newly appointed faculty lead, you must decide the first step
to ensure a coherent, evidence-based revision. Which action
best reflects sound curriculum development practice?
Page | 1
,Options
A. Convene course faculty immediately to rewrite course
objectives based on recent faculty preferences.
B. Conduct a systematic needs assessment gathering
stakeholder input (students, clinical partners, employers) before
drafting revisions.
C. Replace outdated textbooks and leave course sequencing
unchanged to minimize disruption.
D. Adopt another institution’s curriculum wholesale to save
time and ensure accreditation compliance.
Correct answer
B
Rationales
Correct (B): A systematic needs assessment identifies gaps
between current graduate outcomes and stakeholder
expectations, aligning revisions with workforce needs and
evidence. Halstead & Billings emphasize beginning curriculum
development with data collection and stakeholder analysis to
ensure relevance and coherence. This approach supports
targeted, justified changes rather than ad hoc alterations.
A: Starting with faculty preferences risks fragmented objectives
and neglects external stakeholder needs; the textbook
advocates evidence and stakeholder input first.
C: Changing textbooks without analyzing outcomes or
sequencing fails to address curricular alignment or competency
gaps.
Page | 2
,D: Wholesale adoption ignores local context, program mission,
and regulatory differences; curriculum development requires
adaptation, not simple copying.
Teaching point
Begin curriculum revision with a systematic needs assessment
involving 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
Stem
You are a clinical faculty member invited to join the curriculum
committee but are concerned about workload. During the first
meeting, the committee chair expects you to contribute to
competency mapping. Which approach best balances your time
constraints while fulfilling faculty responsibilities?
Options
A. Decline participation and request committee minutes
instead.
B. Volunteer to map competencies only for your assigned
courses and coordinate with a deputy for cross-cutting
Page | 3
, competencies.
C. Insist the committee hire an external consultant to complete
mapping.
D. Provide a brief anecdotal list of skills covered in your clinical
teaching without formal mapping.
Correct answer
B
Rationales
Correct (B): Mapping competencies for one’s assigned courses
is a realistic, responsible contribution that promotes ownership
while facilitating delegation for broader tasks; Halstead &
Billings describe faculty responsibility for aligning courses to
program competencies and collaborating to share workload.
This maintains faculty engagement and curricular coherence.
A: Declining removes faculty voice from decisions that affect
teaching and assessment and neglects professional
responsibilities.
C: External consultants can support but cannot replace faculty
subject-matter expertise and ownership; committee leadership
still requires faculty participation.
D: Anecdotal lists lack the rigor and documentation needed for
curriculum alignment and assessment planning.
Teaching point
Contribute where you can; map assigned-course competencies
and collaborate for program coherence.
Page | 4
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
Reference
Ch. 1 — Introduction to curriculum development
Stem
A nursing program schedules a curriculum review after several
years of incremental changes led by individual course faculty. As
the newly appointed faculty lead, you must decide the first step
to ensure a coherent, evidence-based revision. Which action
best reflects sound curriculum development practice?
Page | 1
,Options
A. Convene course faculty immediately to rewrite course
objectives based on recent faculty preferences.
B. Conduct a systematic needs assessment gathering
stakeholder input (students, clinical partners, employers) before
drafting revisions.
C. Replace outdated textbooks and leave course sequencing
unchanged to minimize disruption.
D. Adopt another institution’s curriculum wholesale to save
time and ensure accreditation compliance.
Correct answer
B
Rationales
Correct (B): A systematic needs assessment identifies gaps
between current graduate outcomes and stakeholder
expectations, aligning revisions with workforce needs and
evidence. Halstead & Billings emphasize beginning curriculum
development with data collection and stakeholder analysis to
ensure relevance and coherence. This approach supports
targeted, justified changes rather than ad hoc alterations.
A: Starting with faculty preferences risks fragmented objectives
and neglects external stakeholder needs; the textbook
advocates evidence and stakeholder input first.
C: Changing textbooks without analyzing outcomes or
sequencing fails to address curricular alignment or competency
gaps.
Page | 2
,D: Wholesale adoption ignores local context, program mission,
and regulatory differences; curriculum development requires
adaptation, not simple copying.
Teaching point
Begin curriculum revision with a systematic needs assessment
involving 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
Stem
You are a clinical faculty member invited to join the curriculum
committee but are concerned about workload. During the first
meeting, the committee chair expects you to contribute to
competency mapping. Which approach best balances your time
constraints while fulfilling faculty responsibilities?
Options
A. Decline participation and request committee minutes
instead.
B. Volunteer to map competencies only for your assigned
courses and coordinate with a deputy for cross-cutting
Page | 3
, competencies.
C. Insist the committee hire an external consultant to complete
mapping.
D. Provide a brief anecdotal list of skills covered in your clinical
teaching without formal mapping.
Correct answer
B
Rationales
Correct (B): Mapping competencies for one’s assigned courses
is a realistic, responsible contribution that promotes ownership
while facilitating delegation for broader tasks; Halstead &
Billings describe faculty responsibility for aligning courses to
program competencies and collaborating to share workload.
This maintains faculty engagement and curricular coherence.
A: Declining removes faculty voice from decisions that affect
teaching and assessment and neglects professional
responsibilities.
C: External consultants can support but cannot replace faculty
subject-matter expertise and ownership; committee leadership
still requires faculty participation.
D: Anecdotal lists lack the rigor and documentation needed for
curriculum alignment and assessment planning.
Teaching point
Contribute where you can; map assigned-course competencies
and collaborate for program coherence.
Page | 4
