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 — Participating in Curriculum Development: Introduction
Stem
A nursing faculty member joins a new curriculum revision
committee and discovers the program lacks explicit graduate-
level outcome statements. As the member charged with
aligning assessment to outcomes, which first action best
supports evidence-based curriculum development while
honoring shared governance?
Page | 1
,A. Draft detailed assessment blueprints immediately and
present them at the next faculty meeting.
B. Facilitate a structured workshop with faculty and
stakeholders to co-create clear, measurable graduate outcomes
before designing assessments.
C. Adopt outcome statements from a peer institution with
strong national rankings to save time.
D. Delegate outcome writing to the assessment specialist and
focus on course content mapping.
Correct answer
B
Rationales
Correct: Facilitating a structured, inclusive workshop ensures
outcomes are co-created and measurable, aligns with shared
governance, and builds faculty ownership—foundational steps
for valid assessment alignment. Co-creation is evidence-based
for sustainable curriculum change.
A: Drafting blueprints before agreed outcomes risks
misalignment and undermines faculty buy-in.
C: Adopting another program’s outcomes may create mismatch
with institutional mission and learner needs.
D: Delegating outcome writing removes essential faculty
responsibility and weakens curricular accountability.
Teaching point
Co-create measurable program outcomes first; assessment
follows outcomes, not the reverse.
Page | 2
,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 program review, stakeholders report persistent gaps in
clinical reasoning despite strong exam averages. As a curriculum
participant tasked with diagnosing curricular causes, which
analytic approach most appropriately balances evidence and
context?
A. Compare written exam blueprints to course content and
recommend more exam questions targeting clinical reasoning.
B. Conduct a curriculum mapping exercise linking learning
activities, assessments, and clinical experiences to clinical
reasoning competencies.
C. Raise exam difficulty to lower grade averages and thereby
force faculty to redesign teaching strategies.
D. Recommend hiring an external examiner to redesign
summative assessments without changing current activities.
Correct answer
B
Page | 3
, Rationales
Correct: Curriculum mapping uncovers alignment (or lack
thereof) between learning activities, clinical experiences, and
assessment of clinical reasoning—allowing targeted curricular
fixes rather than superficial test changes.
A: Narrowly changing exam items ignores whether instruction
and authentic practice opportunities support reasoning.
C: Increasing exam difficulty is punitive and unlikely to reveal
root curricular causes.
D: External exam redesign without mapping risks perpetuating
misalignment between teaching and assessment.
Teaching point
Use curriculum mapping to diagnose alignment gaps between
teaching, learning activities, and assessment.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
3
Reference
Ch. 1 — Faculty role and responsibilities in curriculum
development
Stem
A long-standing faculty member resists adopting competency-
based curricular language, arguing it reduces academic freedom
Page | 4
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
1
Reference
Ch. 1 — Participating in Curriculum Development: Introduction
Stem
A nursing faculty member joins a new curriculum revision
committee and discovers the program lacks explicit graduate-
level outcome statements. As the member charged with
aligning assessment to outcomes, which first action best
supports evidence-based curriculum development while
honoring shared governance?
Page | 1
,A. Draft detailed assessment blueprints immediately and
present them at the next faculty meeting.
B. Facilitate a structured workshop with faculty and
stakeholders to co-create clear, measurable graduate outcomes
before designing assessments.
C. Adopt outcome statements from a peer institution with
strong national rankings to save time.
D. Delegate outcome writing to the assessment specialist and
focus on course content mapping.
Correct answer
B
Rationales
Correct: Facilitating a structured, inclusive workshop ensures
outcomes are co-created and measurable, aligns with shared
governance, and builds faculty ownership—foundational steps
for valid assessment alignment. Co-creation is evidence-based
for sustainable curriculum change.
A: Drafting blueprints before agreed outcomes risks
misalignment and undermines faculty buy-in.
C: Adopting another program’s outcomes may create mismatch
with institutional mission and learner needs.
D: Delegating outcome writing removes essential faculty
responsibility and weakens curricular accountability.
Teaching point
Co-create measurable program outcomes first; assessment
follows outcomes, not the reverse.
Page | 2
,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 program review, stakeholders report persistent gaps in
clinical reasoning despite strong exam averages. As a curriculum
participant tasked with diagnosing curricular causes, which
analytic approach most appropriately balances evidence and
context?
A. Compare written exam blueprints to course content and
recommend more exam questions targeting clinical reasoning.
B. Conduct a curriculum mapping exercise linking learning
activities, assessments, and clinical experiences to clinical
reasoning competencies.
C. Raise exam difficulty to lower grade averages and thereby
force faculty to redesign teaching strategies.
D. Recommend hiring an external examiner to redesign
summative assessments without changing current activities.
Correct answer
B
Page | 3
, Rationales
Correct: Curriculum mapping uncovers alignment (or lack
thereof) between learning activities, clinical experiences, and
assessment of clinical reasoning—allowing targeted curricular
fixes rather than superficial test changes.
A: Narrowly changing exam items ignores whether instruction
and authentic practice opportunities support reasoning.
C: Increasing exam difficulty is punitive and unlikely to reveal
root curricular causes.
D: External exam redesign without mapping risks perpetuating
misalignment between teaching and assessment.
Teaching point
Use curriculum mapping to diagnose alignment gaps between
teaching, learning activities, and assessment.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
3
Reference
Ch. 1 — Faculty role and responsibilities in curriculum
development
Stem
A long-standing faculty member resists adopting competency-
based curricular language, arguing it reduces academic freedom
Page | 4
