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 graduate program plans to revise its clinical practicum
sequence after several clinical preceptors reported students
lacked readiness for complex care. As the nurse educator on the
curriculum committee, you must decide the first curriculum
activity. Which step best aligns with curriculum development
Page | 1
,principles to ensure the revision is outcome-driven and
evidence-based?
A. Immediately add additional clinical hours to the practicum to
increase exposure.
B. Conduct a needs analysis mapping current student outcomes
against practice expectations.
C. Replace current preceptors with new preceptors from higher-
acuity settings.
D. Create a simulation week focused on complex care without
changing other curriculum elements.
Correct answer
B
Rationales
Correct (B): A needs analysis (gap analysis) is the foundational
curriculum step that identifies mismatches between intended
outcomes and current learner performance; it directs targeted
revisions and supports evidence-based decisions. It aligns
curriculum changes to learner needs rather than making
unexamined tactical fixes.
Incorrect (A): Adding hours is an input change that may not
address the specific competency gaps and can waste resources
if not guided by documented needs.
Incorrect (C): Replacing preceptors is a staffing solution that
may help but ignores potential curricular, assessment, or
learner preparation issues; it's reactive without root-cause
analysis.
Page | 2
,Incorrect (D): Simulation can target skills but implementing it
without aligning outcomes, assessment methods, and existing
clinical experiences risks inconsistency and poor transfer to
practice.
Teaching point
Start curriculum change with a systematic needs analysis to
guide targeted revisions.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
2
Reference
Part 1 — Participating in Curriculum Development: Faculty role
and responsibilities
Stem
A faculty member is asked to join a new curriculum committee
but is unsure what responsibilities are expected. As the
committee chair, which statement best communicates a role
that balances individual faculty autonomy with curriculum
coherence?
A. Faculty should retain full autonomy to design their course
content independent of program outcomes.
B. Faculty should align course objectives, teaching strategies,
and assessments with program outcomes while contributing
Page | 3
, subject expertise.
C. Faculty should let the curriculum committee dictate all
teaching methods and assessment tasks.
D. Faculty should focus only on classroom teaching; curriculum
development is an administrative task.
Correct answer
B
Rationales
Correct (B): This option captures the dual responsibility: faculty
contribute discipline expertise while ensuring their courses are
coherently aligned with program-level outcomes, reflecting
professional responsibility and shared governance.
Incorrect (A): Unfettered autonomy risks fragmented
curriculum and poor construct alignment; program coherence
requires alignment to common outcomes.
Incorrect (C): Committee-driven dictatorship undermines
faculty ownership and creativity; effective curricula rely on
collaborative shared governance.
Incorrect (D): Limiting faculty to classroom teaching neglects
their essential role in curriculum design, evaluation, and
continuous improvement.
Teaching point
Faculty must align course-level design with program outcomes
while contributing discipline expertise.
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 graduate program plans to revise its clinical practicum
sequence after several clinical preceptors reported students
lacked readiness for complex care. As the nurse educator on the
curriculum committee, you must decide the first curriculum
activity. Which step best aligns with curriculum development
Page | 1
,principles to ensure the revision is outcome-driven and
evidence-based?
A. Immediately add additional clinical hours to the practicum to
increase exposure.
B. Conduct a needs analysis mapping current student outcomes
against practice expectations.
C. Replace current preceptors with new preceptors from higher-
acuity settings.
D. Create a simulation week focused on complex care without
changing other curriculum elements.
Correct answer
B
Rationales
Correct (B): A needs analysis (gap analysis) is the foundational
curriculum step that identifies mismatches between intended
outcomes and current learner performance; it directs targeted
revisions and supports evidence-based decisions. It aligns
curriculum changes to learner needs rather than making
unexamined tactical fixes.
Incorrect (A): Adding hours is an input change that may not
address the specific competency gaps and can waste resources
if not guided by documented needs.
Incorrect (C): Replacing preceptors is a staffing solution that
may help but ignores potential curricular, assessment, or
learner preparation issues; it's reactive without root-cause
analysis.
Page | 2
,Incorrect (D): Simulation can target skills but implementing it
without aligning outcomes, assessment methods, and existing
clinical experiences risks inconsistency and poor transfer to
practice.
Teaching point
Start curriculum change with a systematic needs analysis to
guide targeted revisions.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
2
Reference
Part 1 — Participating in Curriculum Development: Faculty role
and responsibilities
Stem
A faculty member is asked to join a new curriculum committee
but is unsure what responsibilities are expected. As the
committee chair, which statement best communicates a role
that balances individual faculty autonomy with curriculum
coherence?
A. Faculty should retain full autonomy to design their course
content independent of program outcomes.
B. Faculty should align course objectives, teaching strategies,
and assessments with program outcomes while contributing
Page | 3
, subject expertise.
C. Faculty should let the curriculum committee dictate all
teaching methods and assessment tasks.
D. Faculty should focus only on classroom teaching; curriculum
development is an administrative task.
Correct answer
B
Rationales
Correct (B): This option captures the dual responsibility: faculty
contribute discipline expertise while ensuring their courses are
coherently aligned with program-level outcomes, reflecting
professional responsibility and shared governance.
Incorrect (A): Unfettered autonomy risks fragmented
curriculum and poor construct alignment; program coherence
requires alignment to common outcomes.
Incorrect (C): Committee-driven dictatorship undermines
faculty ownership and creativity; effective curricula rely on
collaborative shared governance.
Incorrect (D): Limiting faculty to classroom teaching neglects
their essential role in curriculum design, evaluation, and
continuous improvement.
Teaching point
Faculty must align course-level design with program outcomes
while contributing discipline expertise.
Page | 4
