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 receives conflicting directives: the institution
prioritizes community-engaged learning while accreditation
standards emphasize demonstrable clinical competencies. As a
faculty member on the curriculum committee, you must
recommend which guiding principle should shape upcoming
Page | 1
,curricular revisions. Which decision best balances institutional
priorities and external accountability?
A. Prioritize accreditation competencies; integrate community
engagement only if time permits.
B. Center revisions on community-engaged learning and
document how clinical competencies are achieved through
those activities.
C. Create a parallel elective focused on community engagement
without changing core required courses.
D. Delay any curricular revision until the institution clarifies its
priorities.
Correct answer
B
Rationales
Correct: Choosing to center revisions on community
engagement while explicitly mapping how clinical competencies
are met demonstrates constructive alignment—integrating
institutional mission with accreditation requirements. This
approach synthesizes competing priorities and provides
evidence for both institutional and external stakeholders.
A: Prioritizing accreditation exclusively risks marginalizing the
institutional mission and missed opportunities for meaningful
learning strategies that can meet competency outcomes.
C: A parallel elective may segregate community engagement
and fails to ensure all graduates meet both institutional and
accreditation goals.
Page | 2
,D: Delaying change avoids responsibility, prolongs
misalignment, and undermines timely quality improvement
required by accreditation cycles.
Teaching point
Align curriculum with both mission and accreditation through
explicit mapping.
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 junior faculty member asked to lead a curriculum
subcommittee to revise course objectives. Senior faculty prefer
traditional lecture objectives but student feedback shows poor
clinical transfer. Which faculty strategy best demonstrates
responsible curriculum stewardship?
A. Adopt the senior faculty’s objectives to avoid intra-
departmental conflict.
B. Collect existing outcome data and present a mapped
comparison showing gaps in clinical transfer to guide objective
revision.
Page | 3
, C. Replace objectives with student-suggested learning tasks
without faculty review.
D. Postpone revisions until an external consultant is hired.
Correct answer
B
Rationales
Correct: Gathering data and presenting an evidence-based gap
analysis exemplifies faculty responsibility: use objective
evidence to inform change while engaging colleagues
constructively. It balances respect for experience with
accountability to learners and program outcomes.
A: Deference to seniority without evidence perpetuates
ineffective practice and neglects stewardship obligations.
C: Implementing student suggestions unreviewed bypasses
faculty responsibility for curricular rigor and alignment.
D: Postponement defers accountability and risks continued
suboptimal learning outcomes.
Teaching point
Use data to lead constructive, evidence-based curriculum
discussions.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
3
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 receives conflicting directives: the institution
prioritizes community-engaged learning while accreditation
standards emphasize demonstrable clinical competencies. As a
faculty member on the curriculum committee, you must
recommend which guiding principle should shape upcoming
Page | 1
,curricular revisions. Which decision best balances institutional
priorities and external accountability?
A. Prioritize accreditation competencies; integrate community
engagement only if time permits.
B. Center revisions on community-engaged learning and
document how clinical competencies are achieved through
those activities.
C. Create a parallel elective focused on community engagement
without changing core required courses.
D. Delay any curricular revision until the institution clarifies its
priorities.
Correct answer
B
Rationales
Correct: Choosing to center revisions on community
engagement while explicitly mapping how clinical competencies
are met demonstrates constructive alignment—integrating
institutional mission with accreditation requirements. This
approach synthesizes competing priorities and provides
evidence for both institutional and external stakeholders.
A: Prioritizing accreditation exclusively risks marginalizing the
institutional mission and missed opportunities for meaningful
learning strategies that can meet competency outcomes.
C: A parallel elective may segregate community engagement
and fails to ensure all graduates meet both institutional and
accreditation goals.
Page | 2
,D: Delaying change avoids responsibility, prolongs
misalignment, and undermines timely quality improvement
required by accreditation cycles.
Teaching point
Align curriculum with both mission and accreditation through
explicit mapping.
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 junior faculty member asked to lead a curriculum
subcommittee to revise course objectives. Senior faculty prefer
traditional lecture objectives but student feedback shows poor
clinical transfer. Which faculty strategy best demonstrates
responsible curriculum stewardship?
A. Adopt the senior faculty’s objectives to avoid intra-
departmental conflict.
B. Collect existing outcome data and present a mapped
comparison showing gaps in clinical transfer to guide objective
revision.
Page | 3
, C. Replace objectives with student-suggested learning tasks
without faculty review.
D. Postpone revisions until an external consultant is hired.
Correct answer
B
Rationales
Correct: Gathering data and presenting an evidence-based gap
analysis exemplifies faculty responsibility: use objective
evidence to inform change while engaging colleagues
constructively. It balances respect for experience with
accountability to learners and program outcomes.
A: Deference to seniority without evidence perpetuates
ineffective practice and neglects stewardship obligations.
C: Implementing student suggestions unreviewed bypasses
faculty responsibility for curricular rigor and alignment.
D: Postponement defers accountability and risks continued
suboptimal learning outcomes.
Teaching point
Use data to lead constructive, evidence-based curriculum
discussions.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
3
Page | 4
