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 plans to redesign its BSN curriculum
to better prepare graduates for complex systems-based
practice. As faculty, you must decide whether to begin with
stakeholder input, program outcomes, or a gap analysis of
graduate practice. Which first-step approach best aligns with
sound curriculum development principles to ensure relevance
and feasibility?
Page | 1
,A. Convene stakeholders first to gather perspectives before
defining outcomes.
B. Draft program outcomes first based on accreditation
standards, then seek feedback.
C. Conduct a gap analysis of current graduate practice to inform
outcomes and stakeholder interviews.
D. Start by mapping current courses to standards, then adjust
content.
Correct answer: C
Rationale (correct): Beginning with a gap analysis grounds
redesign in evidence about current practice shortfalls and
educational impact; it yields objective data to shape program
outcomes and focuses stakeholder discussions. Halstead &
Billings emphasize needs assessment as foundational to
relevant curriculum change. This approach integrates evidence
and context before commitments are made.
Rationale (A): Starting only with stakeholder opinions can lead
to diffuse or politicized priorities without evidence of actual
gaps in graduate competence. Stakeholder input is essential but
should be informed by objective assessment.
Rationale (B): Drafting outcomes solely from accreditation
requirements risks a compliance-driven rather than context-
responsive curriculum; stakeholder and gap data should shape
how standards are operationalized.
Page | 2
,Rationale (D): Mapping current courses is useful but
premature: understanding what graduates need (gap analysis)
should guide mapping and course modification.
Teaching point: Begin redesign with a needs/gap analysis to
ground outcomes and stakeholder engagement.
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 asked to contribute to
curriculum mapping. Faculty are divided: some want to map
every lecture objective, others prefer mapping course-level
outcomes only. Which mapping scope best balances faculty
workload and curricular coherence?
A. Map every lecture-level objective to program outcomes for
maximum traceability.
B. Map only course-level outcomes to program outcomes and
spot-check lecture objectives.
C. Map module-level outcomes and representative lesson
objectives to program outcomes.
D. Avoid formal mapping; rely on faculty reflection meetings to
keep coherence.
Page | 3
, Correct answer: C
Rationale (correct): Mapping at module level with
representative lesson objectives provides sufficient granularity
to detect alignment gaps while remaining feasible for faculty
workload. Halstead & Billings recommend practical mapping
strategies that support coherence without exhaustive micro-
mapping, enabling meaningful curricular review.
Rationale (A): Mapping every lecture objective is thorough but
often unsustainable and may produce administrative burden
that reduces faculty engagement.
Rationale (B): Course-level mapping alone may miss
misalignments occurring within modules or lessons, reducing
the utility of the map for quality improvement.
Rationale (D): Informal reflection is valuable but cannot replace
formal mapping for accreditation, auditability, or systematic
alignment.
Teaching point: Map at module level with representative
objectives for actionable alignment and faculty feasibility.
Citation: Halstead & Billings (2025). Ch. 1.
3
Reference: Ch. 1 — Educator competencies related to
curriculum development
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 plans to redesign its BSN curriculum
to better prepare graduates for complex systems-based
practice. As faculty, you must decide whether to begin with
stakeholder input, program outcomes, or a gap analysis of
graduate practice. Which first-step approach best aligns with
sound curriculum development principles to ensure relevance
and feasibility?
Page | 1
,A. Convene stakeholders first to gather perspectives before
defining outcomes.
B. Draft program outcomes first based on accreditation
standards, then seek feedback.
C. Conduct a gap analysis of current graduate practice to inform
outcomes and stakeholder interviews.
D. Start by mapping current courses to standards, then adjust
content.
Correct answer: C
Rationale (correct): Beginning with a gap analysis grounds
redesign in evidence about current practice shortfalls and
educational impact; it yields objective data to shape program
outcomes and focuses stakeholder discussions. Halstead &
Billings emphasize needs assessment as foundational to
relevant curriculum change. This approach integrates evidence
and context before commitments are made.
Rationale (A): Starting only with stakeholder opinions can lead
to diffuse or politicized priorities without evidence of actual
gaps in graduate competence. Stakeholder input is essential but
should be informed by objective assessment.
Rationale (B): Drafting outcomes solely from accreditation
requirements risks a compliance-driven rather than context-
responsive curriculum; stakeholder and gap data should shape
how standards are operationalized.
Page | 2
,Rationale (D): Mapping current courses is useful but
premature: understanding what graduates need (gap analysis)
should guide mapping and course modification.
Teaching point: Begin redesign with a needs/gap analysis to
ground outcomes and stakeholder engagement.
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 asked to contribute to
curriculum mapping. Faculty are divided: some want to map
every lecture objective, others prefer mapping course-level
outcomes only. Which mapping scope best balances faculty
workload and curricular coherence?
A. Map every lecture-level objective to program outcomes for
maximum traceability.
B. Map only course-level outcomes to program outcomes and
spot-check lecture objectives.
C. Map module-level outcomes and representative lesson
objectives to program outcomes.
D. Avoid formal mapping; rely on faculty reflection meetings to
keep coherence.
Page | 3
, Correct answer: C
Rationale (correct): Mapping at module level with
representative lesson objectives provides sufficient granularity
to detect alignment gaps while remaining feasible for faculty
workload. Halstead & Billings recommend practical mapping
strategies that support coherence without exhaustive micro-
mapping, enabling meaningful curricular review.
Rationale (A): Mapping every lecture objective is thorough but
often unsustainable and may produce administrative burden
that reduces faculty engagement.
Rationale (B): Course-level mapping alone may miss
misalignments occurring within modules or lessons, reducing
the utility of the map for quality improvement.
Rationale (D): Informal reflection is valuable but cannot replace
formal mapping for accreditation, auditability, or systematic
alignment.
Teaching point: Map at module level with representative
objectives for actionable alignment and faculty feasibility.
Citation: Halstead & Billings (2025). Ch. 1.
3
Reference: Ch. 1 — Educator competencies related to
curriculum development
Page | 4
