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 department is revising its graduate-level curriculum to
move from discipline-based courses to integrated competency
strands. As the faculty lead, you must decide which curriculum
mapping approach will best reveal gaps across competency
domains and clinical experiences. Which mapping strategy best
Page | 1
,balances program-level outcomes, course objectives, and
authentic assessment alignment?
A. Map only course objectives to program outcomes and rely on
faculty judgment to infer assessment alignment.
B. Create a matrix linking program outcomes → course
objectives → specific authentic assessments, then analyze for
redundancy and gaps.
C. Map competency domains to clinical placement hours,
assuming time on task equates to competency attainment.
D. Use a checklist of topics covered in each course without tying
items to program outcomes.
Correct answer
B
Rationale — Correct (B)
A full matrix (program outcomes → objectives → assessments)
provides explicit alignment and makes gaps or redundant
coverage visible; it supports evidence-based curriculum
decisions and accountability for competency attainment. This
approach aligns with integrated curriculum design principles by
connecting outcomes with measurable assessments across
courses. It enables targeted remediation or consolidation based
on mapped evidence.
Rationale — Incorrect
A. Mapping only objectives to outcomes without linking
assessments fails to demonstrate how outcomes are measured
and risks hidden assessment misalignment.
Page | 2
,C. Equating clinical hours to competency ignores variability in
experience quality and lacks direct evidence of learning.
D. A topic checklist documents coverage, not alignment with
outcomes or assessment validity; it under-supports program
evaluation.
Teaching point
Map outcomes → objectives → authentic assessments to reveal
true alignment and gaps.
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 an initial needs analysis, student feedback indicates
inconsistent clinical supervision and unclear expectations for
interprofessional teamwork skills. As a curriculum developer,
which two actions together produce the strongest inference
about curricular causes rather than isolated implementation
problems?
A. Add a standalone interprofessional course and increase
clinical hours.
B. Conduct faculty focus groups on supervision practices and
Page | 3
, map where teamwork objectives are taught and assessed.
C. Send a department-wide memo clarifying expectations for
preceptors and instructors.
D. Replace subjective student evaluations with a new numerical
rating scale for supervision quality.
Correct answer
B
Rationale — Correct (B)
Faculty focus groups uncover implementation practices and
barriers, while mapping locates curriculum points where
teamwork should be taught and assessed. Together these
methods distinguish whether problems stem from curricular
design (missing/unclear objectives or assessments) or
inconsistent enactment. This dual approach aligns with
evidence-based program evaluation.
Rationale — Incorrect
A. Adding a course and clinical hours may not resolve
supervision inconsistency and could create redundancy without
addressing underlying alignment issues.
C. A memo is an implementation nudge but does not diagnose
curricular versus practice causes.
D. Changing the evaluation instrument addresses measurement
but not whether teamwork objectives are present or taught.
Teaching point
Combine faculty inquiry with curriculum mapping to diagnose
curricular vs. implementation problems.
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 department is revising its graduate-level curriculum to
move from discipline-based courses to integrated competency
strands. As the faculty lead, you must decide which curriculum
mapping approach will best reveal gaps across competency
domains and clinical experiences. Which mapping strategy best
Page | 1
,balances program-level outcomes, course objectives, and
authentic assessment alignment?
A. Map only course objectives to program outcomes and rely on
faculty judgment to infer assessment alignment.
B. Create a matrix linking program outcomes → course
objectives → specific authentic assessments, then analyze for
redundancy and gaps.
C. Map competency domains to clinical placement hours,
assuming time on task equates to competency attainment.
D. Use a checklist of topics covered in each course without tying
items to program outcomes.
Correct answer
B
Rationale — Correct (B)
A full matrix (program outcomes → objectives → assessments)
provides explicit alignment and makes gaps or redundant
coverage visible; it supports evidence-based curriculum
decisions and accountability for competency attainment. This
approach aligns with integrated curriculum design principles by
connecting outcomes with measurable assessments across
courses. It enables targeted remediation or consolidation based
on mapped evidence.
Rationale — Incorrect
A. Mapping only objectives to outcomes without linking
assessments fails to demonstrate how outcomes are measured
and risks hidden assessment misalignment.
Page | 2
,C. Equating clinical hours to competency ignores variability in
experience quality and lacks direct evidence of learning.
D. A topic checklist documents coverage, not alignment with
outcomes or assessment validity; it under-supports program
evaluation.
Teaching point
Map outcomes → objectives → authentic assessments to reveal
true alignment and gaps.
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 an initial needs analysis, student feedback indicates
inconsistent clinical supervision and unclear expectations for
interprofessional teamwork skills. As a curriculum developer,
which two actions together produce the strongest inference
about curricular causes rather than isolated implementation
problems?
A. Add a standalone interprofessional course and increase
clinical hours.
B. Conduct faculty focus groups on supervision practices and
Page | 3
, map where teamwork objectives are taught and assessed.
C. Send a department-wide memo clarifying expectations for
preceptors and instructors.
D. Replace subjective student evaluations with a new numerical
rating scale for supervision quality.
Correct answer
B
Rationale — Correct (B)
Faculty focus groups uncover implementation practices and
barriers, while mapping locates curriculum points where
teamwork should be taught and assessed. Together these
methods distinguish whether problems stem from curricular
design (missing/unclear objectives or assessments) or
inconsistent enactment. This dual approach aligns with
evidence-based program evaluation.
Rationale — Incorrect
A. Adding a course and clinical hours may not resolve
supervision inconsistency and could create redundancy without
addressing underlying alignment issues.
C. A memo is an implementation nudge but does not diagnose
curricular versus practice causes.
D. Changing the evaluation instrument addresses measurement
but not whether teamwork objectives are present or taught.
Teaching point
Combine faculty inquiry with curriculum mapping to diagnose
curricular vs. implementation problems.
Page | 4
