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
Your school is revising an MSN core course and faculty disagree
about whether to begin with a needs assessment or
Page | 1
,immediately update learning objectives. As the curriculum lead,
you must decide the next step to ensure curricular relevance
across diverse clinical partners. Which action aligns best with
curriculum development principles?
Options
A. Hold a faculty-only workshop to rewrite objectives based on
faculty experience.
B. Conduct a rapid needs assessment with local clinical partners
and recent graduates.
C. Replace objectives with nationally published competency lists
without local input.
D. Ask each faculty member to individually update objectives
and submit for consolidation.
Correct answer
B
Rationales
Correct (B): Conducting a needs assessment with stakeholders
identifies local gaps and ensures relevance and alignment with
community and clinical partner needs; this follows Halstead &
Billings’ emphasis on data-informed curriculum planning.
A: Faculty experience is valuable but excluding external
stakeholders risks misalignment with clinical requirements and
learner needs.
C: National competencies are useful references but should be
adapted with local stakeholder input to ensure applicability.
Page | 2
,D: Individual updates without coordinated stakeholder input
risk inconsistency and fragmentation across the course.
Teaching point
Begin curriculum revision with stakeholder-informed needs
assessment.
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
A program’s competency map shows redundancies and gaps
across semesters. Faculty propose either compressing related
competencies into one course or redistributing them evenly. As
an educator responsible for curricular coherence, which
strategy best maintains curriculum alignment and progressive
complexity?
Options
A. Compress related competencies into a single intensive
semester to reduce redundancy.
B. Redistribute competencies so each semester contains a
balanced mix of topics regardless of level.
C. Sequence competencies across semesters using scaffolding
Page | 3
, and explicit progression indicators.
D. Leave the current map and rely on instructors to address
overlaps in their classrooms.
Correct answer
C
Rationales
Correct (C): Sequencing via scaffolding ensures progressive
complexity and constructive alignment — core curriculum
design principles advocated by Halstead & Billings.
A: Compressing into one semester may overwhelm learners and
breaks staged mastery.
B: Even distribution without attention to developmental level
may place advanced competencies too early.
D: Relying on ad hoc instructor solutions perpetuates
inconsistency and weakens program-level alignment.
Teaching point
Use scaffolding and explicit sequencing to ensure progressive
competency development.
Citation
Halstead & Billings (2025). Ch. 1.
3
Reference
Ch. 1 — Faculty role and responsibilities in curriculum
development
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
Your school is revising an MSN core course and faculty disagree
about whether to begin with a needs assessment or
Page | 1
,immediately update learning objectives. As the curriculum lead,
you must decide the next step to ensure curricular relevance
across diverse clinical partners. Which action aligns best with
curriculum development principles?
Options
A. Hold a faculty-only workshop to rewrite objectives based on
faculty experience.
B. Conduct a rapid needs assessment with local clinical partners
and recent graduates.
C. Replace objectives with nationally published competency lists
without local input.
D. Ask each faculty member to individually update objectives
and submit for consolidation.
Correct answer
B
Rationales
Correct (B): Conducting a needs assessment with stakeholders
identifies local gaps and ensures relevance and alignment with
community and clinical partner needs; this follows Halstead &
Billings’ emphasis on data-informed curriculum planning.
A: Faculty experience is valuable but excluding external
stakeholders risks misalignment with clinical requirements and
learner needs.
C: National competencies are useful references but should be
adapted with local stakeholder input to ensure applicability.
Page | 2
,D: Individual updates without coordinated stakeholder input
risk inconsistency and fragmentation across the course.
Teaching point
Begin curriculum revision with stakeholder-informed needs
assessment.
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
A program’s competency map shows redundancies and gaps
across semesters. Faculty propose either compressing related
competencies into one course or redistributing them evenly. As
an educator responsible for curricular coherence, which
strategy best maintains curriculum alignment and progressive
complexity?
Options
A. Compress related competencies into a single intensive
semester to reduce redundancy.
B. Redistribute competencies so each semester contains a
balanced mix of topics regardless of level.
C. Sequence competencies across semesters using scaffolding
Page | 3
, and explicit progression indicators.
D. Leave the current map and rely on instructors to address
overlaps in their classrooms.
Correct answer
C
Rationales
Correct (C): Sequencing via scaffolding ensures progressive
complexity and constructive alignment — core curriculum
design principles advocated by Halstead & Billings.
A: Compressing into one semester may overwhelm learners and
breaks staged mastery.
B: Even distribution without attention to developmental level
may place advanced competencies too early.
D: Relying on ad hoc instructor solutions perpetuates
inconsistency and weakens program-level alignment.
Teaching point
Use scaffolding and explicit sequencing to ensure progressive
competency development.
Citation
Halstead & Billings (2025). Ch. 1.
3
Reference
Ch. 1 — Faculty role and responsibilities in curriculum
development
Page | 4
