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 program is revising its entry-level curriculum after
clinical partners report new population health priorities. As the
curriculum committee chair, you must decide how to
incorporate these priorities without expanding total program
hours. Which curricular strategy best balances stakeholder
Page | 1
,needs, accreditation requirements, and feasible workload
redistribution?
Options
A. Add a new standalone course focused on population health
and reduce elective options.
B. Integrate population-health competencies across existing
courses and clinical experiences using a mapped competency
framework.
C. Replace an existing course on professional issues with a
module on population health.
D. Require students to complete an online certificate in
population health outside program hours.
Correct answer
B
Rationales
Correct (B): Integrating competencies across courses maintains
program hours while aligning learning outcomes, accreditation
standards, and workplace needs. Mapping ensures coherence,
avoids fragmentation, and supports assessment across
courses—an evidence-based curriculum design approach
described by Halstead & Billings.
A: A new course increases curricular hours or forces other
reductions; it fragments learning and risks marginalizing
population health.
C: Replacing a course risks losing essential professional content
and may not align with accreditation competencies.
Page | 2
,D: Requiring outside certificates shifts responsibility to learners
and creates equity issues; it also weakly aligns with program
assessments.
Teaching point
Integrate new competencies across the curriculum and map
assessments to ensure coherence.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
2
Reference
Intro — Participating in Curriculum Development
Stem
During a curriculum redesign kickoff meeting, junior faculty
express concern that their pedagogical skills are insufficient to
implement active-learning strategies required by the new plan.
As lead educator, which approach most effectively builds
capacity while preserving curricular fidelity?
Options
A. Mandate a single week-long intensive workshop for all
faculty before implementation.
B. Pair less-experienced faculty with experienced mentors and
provide iterative classroom coaching and peer observation.
C. Outsource active-learning sessions to educational consultants
Page | 3
, for one semester.
D. Allow faculty to use any teaching methods they prefer while
monitoring student outcomes.
Correct answer
B
Rationales
Correct (B): Mentorship plus iterative coaching fosters
sustained skill development, context-specific application, and
continuous improvement—aligning faculty development with
curriculum goals. Halstead & Billings emphasize ongoing faculty
support and community of practice models for effective
implementation.
A: A one-time workshop often fails to produce durable change
without follow-up and coaching.
C: Outsourcing undermines faculty ownership and limits
transfer of skills to regular teaching.
D: Leaving methods to preference risks inconsistency and
compromised fidelity to redesigned learning outcomes.
Teaching point
Sustainable faculty development combines mentorship,
coaching, and peer observation.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Intro.
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 program is revising its entry-level curriculum after
clinical partners report new population health priorities. As the
curriculum committee chair, you must decide how to
incorporate these priorities without expanding total program
hours. Which curricular strategy best balances stakeholder
Page | 1
,needs, accreditation requirements, and feasible workload
redistribution?
Options
A. Add a new standalone course focused on population health
and reduce elective options.
B. Integrate population-health competencies across existing
courses and clinical experiences using a mapped competency
framework.
C. Replace an existing course on professional issues with a
module on population health.
D. Require students to complete an online certificate in
population health outside program hours.
Correct answer
B
Rationales
Correct (B): Integrating competencies across courses maintains
program hours while aligning learning outcomes, accreditation
standards, and workplace needs. Mapping ensures coherence,
avoids fragmentation, and supports assessment across
courses—an evidence-based curriculum design approach
described by Halstead & Billings.
A: A new course increases curricular hours or forces other
reductions; it fragments learning and risks marginalizing
population health.
C: Replacing a course risks losing essential professional content
and may not align with accreditation competencies.
Page | 2
,D: Requiring outside certificates shifts responsibility to learners
and creates equity issues; it also weakly aligns with program
assessments.
Teaching point
Integrate new competencies across the curriculum and map
assessments to ensure coherence.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
2
Reference
Intro — Participating in Curriculum Development
Stem
During a curriculum redesign kickoff meeting, junior faculty
express concern that their pedagogical skills are insufficient to
implement active-learning strategies required by the new plan.
As lead educator, which approach most effectively builds
capacity while preserving curricular fidelity?
Options
A. Mandate a single week-long intensive workshop for all
faculty before implementation.
B. Pair less-experienced faculty with experienced mentors and
provide iterative classroom coaching and peer observation.
C. Outsource active-learning sessions to educational consultants
Page | 3
, for one semester.
D. Allow faculty to use any teaching methods they prefer while
monitoring student outcomes.
Correct answer
B
Rationales
Correct (B): Mentorship plus iterative coaching fosters
sustained skill development, context-specific application, and
continuous improvement—aligning faculty development with
curriculum goals. Halstead & Billings emphasize ongoing faculty
support and community of practice models for effective
implementation.
A: A one-time workshop often fails to produce durable change
without follow-up and coaching.
C: Outsourcing undermines faculty ownership and limits
transfer of skills to regular teaching.
D: Leaving methods to preference risks inconsistency and
compromised fidelity to redesigned learning outcomes.
Teaching point
Sustainable faculty development combines mentorship,
coaching, and peer observation.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Intro.
Page | 4
