GETTING STARTED IN TEACHING FOR
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
1
Reference: Part 1 — Introduction to curriculum development
Stem: As a new faculty member assigned to revise an
undergraduate course, you find the existing syllabus lists
content topics without explicit learning outcomes or
assessment methods. Program outcomes emphasize clinical
reasoning and interprofessional collaboration. Which first step
best aligns the course with curriculum development principles?
Options:
A. Retain the content topics and add weekly quizzes to ensure
knowledge retention.
Page | 1
,B. Map current content to program outcomes, identify gaps in
outcomes and assessments, then redesign objectives and
assessments.
C. Replace lectures with team-based learning sessions
immediately, assuming active methods will achieve outcomes.
D. Submit a proposal to increase course credit hours so there is
more time to cover all topics.
Answer: B
Rationales:
• Correct (B): Curriculum development begins with
alignment—mapping course content to program outcomes
reveals gaps in learning objectives and assessments. This
evidence-based sequencing ensures redesign targets
competency needs rather than applying methods or
increasing time without purpose. Halstead & Billings
emphasize backward design and alignment as central to
meaningful curricular change.
• A: Adding quizzes addresses assessment format but
ignores alignment with program outcomes and higher-
order skills; it risks focusing on recall rather than
competencies.
• C: While active methods support learning, implementing
them without first defining objectives and assessment
alignment may not produce required competencies.
• D: Increasing credit hours addresses time but not
curriculum coherence or alignment; resource and
Page | 2
, accreditation implications make this an ineffective first
step.
Teaching point: Start redesign by mapping outcomes,
objectives, content, and assessments.
Citation: Halstead, J. A., & Billings, D. M. (2025). Getting
Started in Teaching for Nursing and the Health Professions
(1st Ed.). Ch. Part 1.
2
Reference: Part 1 — Faculty role and responsibilities in
curriculum development
Stem: Your curriculum committee requests volunteer faculty to
lead a competency-based assessment subcommittee. You
supervise a mixed group of senior and junior faculty with varied
assessment experience. Which leadership approach best
ensures effective development and faculty ownership?
Options:
A. Assign senior faculty to design assessments and ask juniors to
implement them to speed progress.
B. Facilitate co-creation workshops where faculty collaboratively
define competencies, assessment blueprints, and grading
rubrics.
C. Outsource rubric development to assessment experts and
ask faculty to approve the final product.
D. Require each faculty member to independently produce an
assessment item bank, then compile items into tests.
Page | 3
, Answer: B
Rationales:
• Correct (B): Co-creation fosters shared responsibility,
builds faculty assessment literacy, and produces
contextually valid tools. Halstead & Billings highlight
faculty development through collaborative processes as
essential for sustainable curriculum change and
assessment validity.
• A: Centralizing design to senior faculty risks lack of buy-in
and misses faculty development opportunities for juniors.
• C: Outsourcing may yield technically sound instruments
but undermines faculty ownership and fails to build
internal capacity.
• D: Independent item writing without shared standards
produces inconsistent items and weak psychometric
coherence; collaborative blueprinting is needed first.
Teaching point: Use collaborative co-creation to build
faculty assessment competence and ownership.
Citation: Halstead & Billings (2025). Ch. Part 1.
3
Reference: Part 1 — Educator competencies related to
curriculum development
Stem: During program accreditation preparation, you must
demonstrate faculty competence in curriculum design. Your
Page | 4
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
1
Reference: Part 1 — Introduction to curriculum development
Stem: As a new faculty member assigned to revise an
undergraduate course, you find the existing syllabus lists
content topics without explicit learning outcomes or
assessment methods. Program outcomes emphasize clinical
reasoning and interprofessional collaboration. Which first step
best aligns the course with curriculum development principles?
Options:
A. Retain the content topics and add weekly quizzes to ensure
knowledge retention.
Page | 1
,B. Map current content to program outcomes, identify gaps in
outcomes and assessments, then redesign objectives and
assessments.
C. Replace lectures with team-based learning sessions
immediately, assuming active methods will achieve outcomes.
D. Submit a proposal to increase course credit hours so there is
more time to cover all topics.
Answer: B
Rationales:
• Correct (B): Curriculum development begins with
alignment—mapping course content to program outcomes
reveals gaps in learning objectives and assessments. This
evidence-based sequencing ensures redesign targets
competency needs rather than applying methods or
increasing time without purpose. Halstead & Billings
emphasize backward design and alignment as central to
meaningful curricular change.
• A: Adding quizzes addresses assessment format but
ignores alignment with program outcomes and higher-
order skills; it risks focusing on recall rather than
competencies.
• C: While active methods support learning, implementing
them without first defining objectives and assessment
alignment may not produce required competencies.
• D: Increasing credit hours addresses time but not
curriculum coherence or alignment; resource and
Page | 2
, accreditation implications make this an ineffective first
step.
Teaching point: Start redesign by mapping outcomes,
objectives, content, and assessments.
Citation: Halstead, J. A., & Billings, D. M. (2025). Getting
Started in Teaching for Nursing and the Health Professions
(1st Ed.). Ch. Part 1.
2
Reference: Part 1 — Faculty role and responsibilities in
curriculum development
Stem: Your curriculum committee requests volunteer faculty to
lead a competency-based assessment subcommittee. You
supervise a mixed group of senior and junior faculty with varied
assessment experience. Which leadership approach best
ensures effective development and faculty ownership?
Options:
A. Assign senior faculty to design assessments and ask juniors to
implement them to speed progress.
B. Facilitate co-creation workshops where faculty collaboratively
define competencies, assessment blueprints, and grading
rubrics.
C. Outsource rubric development to assessment experts and
ask faculty to approve the final product.
D. Require each faculty member to independently produce an
assessment item bank, then compile items into tests.
Page | 3
, Answer: B
Rationales:
• Correct (B): Co-creation fosters shared responsibility,
builds faculty assessment literacy, and produces
contextually valid tools. Halstead & Billings highlight
faculty development through collaborative processes as
essential for sustainable curriculum change and
assessment validity.
• A: Centralizing design to senior faculty risks lack of buy-in
and misses faculty development opportunities for juniors.
• C: Outsourcing may yield technically sound instruments
but undermines faculty ownership and fails to build
internal capacity.
• D: Independent item writing without shared standards
produces inconsistent items and weak psychometric
coherence; collaborative blueprinting is needed first.
Teaching point: Use collaborative co-creation to build
faculty assessment competence and ownership.
Citation: Halstead & Billings (2025). Ch. Part 1.
3
Reference: Part 1 — Educator competencies related to
curriculum development
Stem: During program accreditation preparation, you must
demonstrate faculty competence in curriculum design. Your
Page | 4
