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. Intro — Introduction
Stem
A novice faculty member is asked to join a program’s curriculum
committee that is reviewing the sequence of clinical courses.
The faculty member must evaluate whether the current
sequencing appropriately scaffolds clinical reasoning across
levels. Which initial analytic approach best aligns with sound
curriculum development principles when beginning the review?
Page | 1
,Options
A. Conduct a content inventory of each course and tally hours
devoted to clinical skills.
B. Map course learning outcomes to program outcomes and
identify gaps or redundancies across levels.
C. Survey students about perceived difficulty of each course and
adjust sequence based on mean ratings.
D. Ask clinical preceptors to rank courses by importance and
reorder accordingly.
Correct answer
B
Rationales
Correct: Mapping learning outcomes to program outcomes
identifies alignment, scaffolding, and gaps—fundamental first
steps in curriculum review and redesign. This approach focuses
on expected competencies across levels rather than only hours
or opinions.
A: A content inventory is useful later but counting hours alone
ignores outcome alignment and cognitive progression.
C: Student perceptions are valuable for formative feedback but
are subjective and insufficient to determine alignment or
scaffolding.
D: Preceptor rankings offer stakeholder input but may reflect
clinical priorities rather than curriculum coherence or
pedagogical sequencing.
Page | 2
,Teaching point
Begin curriculum review by mapping outcomes to detect
alignment, gaps, and redundancy.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch.
Intro.
2
Reference
Ch. 1 — Introduction to curriculum development
Stem
During a curriculum restructuring meeting, two faculty
disagree: one advocates for competency-based modules; the
other for time-based credit hours. As the faculty-lead tasked
with reconciling options, which evaluative framework most
effectively balances regulatory accreditation requirements and
contemporary competency education?
Options
A. Prioritize accreditation credit-hour definitions and convert
competencies to contact hours to preserve compliance.
B. Use backward design: define competencies (desired results),
determine acceptable evidence, then plan learning experiences
mapped to both competencies and credit-hour documentation.
C. Implement a hybrid: keep credit hours and add competency
Page | 3
, assessments without changing course structure.
D. Defer to program director to choose, because accreditation
standards supersede curriculum innovation.
Correct answer
B
Rationales
Correct: Backward design aligns curriculum with competencies
while allowing documentation for accreditation; it creates
assessments that demonstrate competency and then structures
learning experiences accordingly. This reconciles innovation
with compliance.
A: Converting competencies into contact hours subordinates
outcomes to time, undermining competency-based education’s
focus on demonstrated ability.
C: A superficial hybrid risks token competency assessments that
are not integrated into curriculum design or assessment validity.
D: Deferring removes faculty responsibility for evidence-based
curriculum change and delays integrative solutions.
Teaching point
Use backward design to align competencies, assessment
evidence, and learning activities while meeting accreditation
needs.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1
— Introduction 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. Intro — Introduction
Stem
A novice faculty member is asked to join a program’s curriculum
committee that is reviewing the sequence of clinical courses.
The faculty member must evaluate whether the current
sequencing appropriately scaffolds clinical reasoning across
levels. Which initial analytic approach best aligns with sound
curriculum development principles when beginning the review?
Page | 1
,Options
A. Conduct a content inventory of each course and tally hours
devoted to clinical skills.
B. Map course learning outcomes to program outcomes and
identify gaps or redundancies across levels.
C. Survey students about perceived difficulty of each course and
adjust sequence based on mean ratings.
D. Ask clinical preceptors to rank courses by importance and
reorder accordingly.
Correct answer
B
Rationales
Correct: Mapping learning outcomes to program outcomes
identifies alignment, scaffolding, and gaps—fundamental first
steps in curriculum review and redesign. This approach focuses
on expected competencies across levels rather than only hours
or opinions.
A: A content inventory is useful later but counting hours alone
ignores outcome alignment and cognitive progression.
C: Student perceptions are valuable for formative feedback but
are subjective and insufficient to determine alignment or
scaffolding.
D: Preceptor rankings offer stakeholder input but may reflect
clinical priorities rather than curriculum coherence or
pedagogical sequencing.
Page | 2
,Teaching point
Begin curriculum review by mapping outcomes to detect
alignment, gaps, and redundancy.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch.
Intro.
2
Reference
Ch. 1 — Introduction to curriculum development
Stem
During a curriculum restructuring meeting, two faculty
disagree: one advocates for competency-based modules; the
other for time-based credit hours. As the faculty-lead tasked
with reconciling options, which evaluative framework most
effectively balances regulatory accreditation requirements and
contemporary competency education?
Options
A. Prioritize accreditation credit-hour definitions and convert
competencies to contact hours to preserve compliance.
B. Use backward design: define competencies (desired results),
determine acceptable evidence, then plan learning experiences
mapped to both competencies and credit-hour documentation.
C. Implement a hybrid: keep credit hours and add competency
Page | 3
, assessments without changing course structure.
D. Defer to program director to choose, because accreditation
standards supersede curriculum innovation.
Correct answer
B
Rationales
Correct: Backward design aligns curriculum with competencies
while allowing documentation for accreditation; it creates
assessments that demonstrate competency and then structures
learning experiences accordingly. This reconciles innovation
with compliance.
A: Converting competencies into contact hours subordinates
outcomes to time, undermining competency-based education’s
focus on demonstrated ability.
C: A superficial hybrid risks token competency assessments that
are not integrated into curriculum design or assessment validity.
D: Deferring removes faculty responsibility for evidence-based
curriculum change and delays integrative solutions.
Teaching point
Use backward design to align competencies, assessment
evidence, and learning activities while meeting accreditation
needs.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1
— Introduction to curriculum development.
Page | 4
