GETTING STARTED IN TEACHING FOR
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
Ch. 1 — Introduction to Curriculum Development
Stem:
A newly hired faculty member is joining a curriculum revision
task force for a BSN program transitioning to a concept-based
curriculum. During the first meeting, the discussion becomes
fragmented as faculty debate isolated course content changes.
The task force chair asks for recommendations to help refocus
the group on the broader curriculum process.
Options:
Page | 1
,A. Suggest starting by redesigning each course syllabus before
discussing higher-level curriculum issues.
B. Encourage the group to examine the program’s mission,
philosophy, and expected competencies first.
C. Recommend polling students on preferred teaching methods
to guide curriculum mapping.
D. Propose postponing discussions until all faculty have
completed curriculum development workshops.
Correct Answer: B
Rationales:
Correct (B): Curriculum development begins with revisiting the
program’s mission, philosophy, and intended competencies to
ensure alignment across all levels. Halstead & Billings
emphasize that curriculum revision must start with program-
level outcomes and organizing frameworks.
A: Starting with syllabi reverses the curriculum-development
hierarchy and contradicts backward-design principles.
C: Student preference data can inform teaching strategies but
cannot replace foundational curriculum alignment.
D: Faculty development is valuable, but delaying essential work
undermines program progress.
Teaching Point:
Curriculum revision begins with mission, philosophy, and
program outcomes—not course-level details.
Citation:
Page | 2
,Halstead & Billings (2025). Getting Started in Teaching for
Nursing and the Health Professions. Ch. 1.
MCQ 2
Reference:
Ch. 1 — Faculty Role and Responsibilities in Curriculum
Development
Stem:
A faculty member overseeing a clinical course is asked to join a
committee evaluating whether clinical hours should shift from
hospital-heavy experiences to more community-based
placements. She worries her clinical teaching load limits her
ability to contribute meaningfully.
Options:
A. Decline participation because curriculum decisions should be
made only by full-time classroom educators.
B. Participate actively, contributing insights about learner
experiences in current clinical placements.
C. Request that the committee postpone decisions until she can
observe several community sites.
D. Limit participation to reviewing documents rather than
engaging in discussions.
Correct Answer: B
Rationales:
Page | 3
, B: Faculty are responsible for contributing their unique
expertise to curriculum decisions, especially regarding clinical
relevance and learner needs.
A: Clinical faculty are essential stakeholders and cannot be
excluded from curriculum development.
C: Delaying the process unnecessarily slows curriculum
improvement.
D: Passive document review fails to meet faculty responsibilities
for collaborative participation.
Teaching Point:
Clinical faculty play integral roles in curriculum decision-making
and must contribute their expertise.
Citation:
Halstead & Billings (2025). Ch. 1.
MCQ 3
Reference:
Ch. 1 — Introduction to Curriculum Development
Stem:
During a curriculum review, faculty disagree on whether to
incorporate additional simulation hours. Some want to adopt
national trends immediately; others insist evidence should
guide the decision. You are asked to facilitate a discussion.
Page | 4
NURSING AND THE HEALTH
PROFESSIONS
1ST EDITION
• AUTHOR(S)JUDITH A. HALSTEAD;
DIANE M. BILLINGS
TEST BANK
Ch. 1 — Introduction to Curriculum Development
Stem:
A newly hired faculty member is joining a curriculum revision
task force for a BSN program transitioning to a concept-based
curriculum. During the first meeting, the discussion becomes
fragmented as faculty debate isolated course content changes.
The task force chair asks for recommendations to help refocus
the group on the broader curriculum process.
Options:
Page | 1
,A. Suggest starting by redesigning each course syllabus before
discussing higher-level curriculum issues.
B. Encourage the group to examine the program’s mission,
philosophy, and expected competencies first.
C. Recommend polling students on preferred teaching methods
to guide curriculum mapping.
D. Propose postponing discussions until all faculty have
completed curriculum development workshops.
Correct Answer: B
Rationales:
Correct (B): Curriculum development begins with revisiting the
program’s mission, philosophy, and intended competencies to
ensure alignment across all levels. Halstead & Billings
emphasize that curriculum revision must start with program-
level outcomes and organizing frameworks.
A: Starting with syllabi reverses the curriculum-development
hierarchy and contradicts backward-design principles.
C: Student preference data can inform teaching strategies but
cannot replace foundational curriculum alignment.
D: Faculty development is valuable, but delaying essential work
undermines program progress.
Teaching Point:
Curriculum revision begins with mission, philosophy, and
program outcomes—not course-level details.
Citation:
Page | 2
,Halstead & Billings (2025). Getting Started in Teaching for
Nursing and the Health Professions. Ch. 1.
MCQ 2
Reference:
Ch. 1 — Faculty Role and Responsibilities in Curriculum
Development
Stem:
A faculty member overseeing a clinical course is asked to join a
committee evaluating whether clinical hours should shift from
hospital-heavy experiences to more community-based
placements. She worries her clinical teaching load limits her
ability to contribute meaningfully.
Options:
A. Decline participation because curriculum decisions should be
made only by full-time classroom educators.
B. Participate actively, contributing insights about learner
experiences in current clinical placements.
C. Request that the committee postpone decisions until she can
observe several community sites.
D. Limit participation to reviewing documents rather than
engaging in discussions.
Correct Answer: B
Rationales:
Page | 3
, B: Faculty are responsible for contributing their unique
expertise to curriculum decisions, especially regarding clinical
relevance and learner needs.
A: Clinical faculty are essential stakeholders and cannot be
excluded from curriculum development.
C: Delaying the process unnecessarily slows curriculum
improvement.
D: Passive document review fails to meet faculty responsibilities
for collaborative participation.
Teaching Point:
Clinical faculty play integral roles in curriculum decision-making
and must contribute their expertise.
Citation:
Halstead & Billings (2025). Ch. 1.
MCQ 3
Reference:
Ch. 1 — Introduction to Curriculum Development
Stem:
During a curriculum review, faculty disagree on whether to
incorporate additional simulation hours. Some want to adopt
national trends immediately; others insist evidence should
guide the decision. You are asked to facilitate a discussion.
Page | 4
