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 is revising its undergraduate curriculum to
improve clinical judgment outcomes. As a faculty member
tasked with aligning program outcomes to course-level
objectives, you find one clinical course emphasizes task
completion rather than cognitive processes. Which curricular
Page | 1
,revision best aligns course objectives with program-level clinical
judgment outcomes?
A. Change course objectives to list specific procedures students
must perform.
B. Rewrite objectives to focus on decision-making steps and
justification of actions.
C. Increase the number of clinical hours to allow more practice
of tasks.
D. Add a written checklist students must complete during each
clinical shift.
Correct answer
B
Rationale — Correct (B)
Rewriting objectives to emphasize decision-making and
justification targets higher-order cognitive processes and aligns
with program outcomes that prioritize clinical judgment.
Curriculum alignment requires that learning objectives reflect
the competencies the program intends to produce. This change
shifts emphasis from mere task performance to cognitive
integration and reasoning.
Rationales — Incorrect
A. Listing procedures emphasizes low-level behavioral counts
and does not ensure development of judgment.
C. More hours may increase exposure but does not guarantee
objectives target judgment or change assessment practices.
Page | 2
,D. Checklists measure task completion, not the reasoning
behind decisions; they risk reinforcing proceduralism.
Teaching point
Write objectives specifying cognitive processes (analysis,
justification) to align with judgment outcomes.
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
An interprofessional steering committee must decide whether
to adopt a competency-based or a traditional credit-hour
curriculum. As the faculty representative, you must present a
recommendation that considers faculty workload, assessment
capacity, and learner outcomes. Which recommendation best
reflects educator responsibilities in curriculum decision-
making?
A. Recommend competency-based curriculum because it is
student-centered and requires no further faculty development.
B. Recommend retaining the credit-hour model to avoid the
cost of new assessments.
Page | 3
, C. Recommend competency-based adoption with phased
faculty development and pilot assessments.
D. Recommend outsourcing assessment design to an external
vendor to expedite transition.
Correct answer
C
Rationale — Correct (C)
Faculty responsibility includes ensuring curricular change is
evidence-based and feasible. Phased adoption with targeted
faculty development and pilot assessments balances innovation
with capacity and safeguards quality. It acknowledges the need
for assessment infrastructure and builds faculty competence
incrementally, aligning with best practices in curriculum change.
Rationales — Incorrect
A. Assuming no faculty development is required is unrealistic;
successful competency-based education requires faculty
assessment skill-building.
B. Avoiding necessary reform solely for cost reasons neglects
outcome improvement and educator duty to learners.
D. Outsourcing removes faculty ownership and undermines
sustainability and curricular integrity.
Teaching point
Phase curricular reforms with faculty development and pilots to
ensure fidelity and sustainability.
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 is revising its undergraduate curriculum to
improve clinical judgment outcomes. As a faculty member
tasked with aligning program outcomes to course-level
objectives, you find one clinical course emphasizes task
completion rather than cognitive processes. Which curricular
Page | 1
,revision best aligns course objectives with program-level clinical
judgment outcomes?
A. Change course objectives to list specific procedures students
must perform.
B. Rewrite objectives to focus on decision-making steps and
justification of actions.
C. Increase the number of clinical hours to allow more practice
of tasks.
D. Add a written checklist students must complete during each
clinical shift.
Correct answer
B
Rationale — Correct (B)
Rewriting objectives to emphasize decision-making and
justification targets higher-order cognitive processes and aligns
with program outcomes that prioritize clinical judgment.
Curriculum alignment requires that learning objectives reflect
the competencies the program intends to produce. This change
shifts emphasis from mere task performance to cognitive
integration and reasoning.
Rationales — Incorrect
A. Listing procedures emphasizes low-level behavioral counts
and does not ensure development of judgment.
C. More hours may increase exposure but does not guarantee
objectives target judgment or change assessment practices.
Page | 2
,D. Checklists measure task completion, not the reasoning
behind decisions; they risk reinforcing proceduralism.
Teaching point
Write objectives specifying cognitive processes (analysis,
justification) to align with judgment outcomes.
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
An interprofessional steering committee must decide whether
to adopt a competency-based or a traditional credit-hour
curriculum. As the faculty representative, you must present a
recommendation that considers faculty workload, assessment
capacity, and learner outcomes. Which recommendation best
reflects educator responsibilities in curriculum decision-
making?
A. Recommend competency-based curriculum because it is
student-centered and requires no further faculty development.
B. Recommend retaining the credit-hour model to avoid the
cost of new assessments.
Page | 3
, C. Recommend competency-based adoption with phased
faculty development and pilot assessments.
D. Recommend outsourcing assessment design to an external
vendor to expedite transition.
Correct answer
C
Rationale — Correct (C)
Faculty responsibility includes ensuring curricular change is
evidence-based and feasible. Phased adoption with targeted
faculty development and pilot assessments balances innovation
with capacity and safeguards quality. It acknowledges the need
for assessment infrastructure and builds faculty competence
incrementally, aligning with best practices in curriculum change.
Rationales — Incorrect
A. Assuming no faculty development is required is unrealistic;
successful competency-based education requires faculty
assessment skill-building.
B. Avoiding necessary reform solely for cost reasons neglects
outcome improvement and educator duty to learners.
D. Outsourcing removes faculty ownership and undermines
sustainability and curricular integrity.
Teaching point
Phase curricular reforms with faculty development and pilots to
ensure fidelity and sustainability.
Page | 4
