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
As a new nursing faculty member, you are assigned to a
committee charged with revising an undergraduate course
sequence. The committee’s first meeting centers on whether to
use a backward-design approach or to begin by listing content
topics. Which faculty action best aligns with curriculum
Page | 1
,development principles to ensure program-level outcomes
drive the sequence design?
A. Propose a comprehensive topical list for the committee to
prioritize by faculty preference.
B. Map desired program outcomes and competencies first, then
derive course-level objectives and assessments.
C. Use the current faculty members’ preferred teaching
methods and then align objectives to those methods.
D. Begin by assigning each faculty member content modules to
draft independently, then integrate later.
Correct answer
B
Rationales
Correct: Mapping program outcomes first (backward design)
ensures instruction and assessment align with intended learner
competencies, producing coherent sequencing across courses.
This approach emphasizes outcome alignment rather than
content-first planning.
A: Prioritizing topics by preference risks misalignment with
program outcomes and produces content-heavy, outcome-poor
curricula.
C: Letting teaching methods drive objectives inverts sound
curriculum design; pedagogy must serve objectives and
assessments, not precede them.
D: Distributing content before an outcomes map leads to
fragmented, duplicative learning and weak vertical alignment.
Page | 2
,Teaching Point
Begin with outcomes; design objectives and assessments
backward from those 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 — Introduction to curriculum development
Stem
A department is considering adopting a competency-based
curriculum. During planning, one faculty member argues
competencies should be specific, measurable, and observable,
while another insists on broad professional dispositions. As the
curriculum lead, how should you reconcile these perspectives
to create usable learning outcomes?
A. Prioritize broad dispositions exclusively because
professionalism is difficult to measure.
B. Define specific, measurable competencies and embed
broader dispositions as affective objectives and assessment
criteria.
C. Keep competencies vague to allow faculty autonomy in
interpretation.
Page | 3
, D. Require only knowledge-based outcomes since they are
easiest to test.
Correct answer
B
Rationales
Correct: Effective competency frameworks include measurable
observable behaviors and incorporate professional dispositions
through affective objectives and assessment strategies,
balancing precision and holistic development.
A: Exclusively broad descriptors are not actionable and hinder
reliable assessment.
C: Vagueness reduces interrater reliability and threatens
curriculum coherence.
D: Focusing only on knowledge ignores essential performance
and professional behaviors required in practice.
Teaching Point
Pair measurable competencies with explicit affective indicators
to assess dispositions reliably.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
3)
Reference
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. 1 — Introduction to curriculum development
Stem
As a new nursing faculty member, you are assigned to a
committee charged with revising an undergraduate course
sequence. The committee’s first meeting centers on whether to
use a backward-design approach or to begin by listing content
topics. Which faculty action best aligns with curriculum
Page | 1
,development principles to ensure program-level outcomes
drive the sequence design?
A. Propose a comprehensive topical list for the committee to
prioritize by faculty preference.
B. Map desired program outcomes and competencies first, then
derive course-level objectives and assessments.
C. Use the current faculty members’ preferred teaching
methods and then align objectives to those methods.
D. Begin by assigning each faculty member content modules to
draft independently, then integrate later.
Correct answer
B
Rationales
Correct: Mapping program outcomes first (backward design)
ensures instruction and assessment align with intended learner
competencies, producing coherent sequencing across courses.
This approach emphasizes outcome alignment rather than
content-first planning.
A: Prioritizing topics by preference risks misalignment with
program outcomes and produces content-heavy, outcome-poor
curricula.
C: Letting teaching methods drive objectives inverts sound
curriculum design; pedagogy must serve objectives and
assessments, not precede them.
D: Distributing content before an outcomes map leads to
fragmented, duplicative learning and weak vertical alignment.
Page | 2
,Teaching Point
Begin with outcomes; design objectives and assessments
backward from those 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 — Introduction to curriculum development
Stem
A department is considering adopting a competency-based
curriculum. During planning, one faculty member argues
competencies should be specific, measurable, and observable,
while another insists on broad professional dispositions. As the
curriculum lead, how should you reconcile these perspectives
to create usable learning outcomes?
A. Prioritize broad dispositions exclusively because
professionalism is difficult to measure.
B. Define specific, measurable competencies and embed
broader dispositions as affective objectives and assessment
criteria.
C. Keep competencies vague to allow faculty autonomy in
interpretation.
Page | 3
, D. Require only knowledge-based outcomes since they are
easiest to test.
Correct answer
B
Rationales
Correct: Effective competency frameworks include measurable
observable behaviors and incorporate professional dispositions
through affective objectives and assessment strategies,
balancing precision and holistic development.
A: Exclusively broad descriptors are not actionable and hinder
reliable assessment.
C: Vagueness reduces interrater reliability and threatens
curriculum coherence.
D: Focusing only on knowledge ignores essential performance
and professional behaviors required in practice.
Teaching Point
Pair measurable competencies with explicit affective indicators
to assess dispositions reliably.
Citation
Halstead, J. A., & Billings, D. M. (2025). Getting Started in
Teaching for Nursing and the Health Professions (1st Ed.). Ch. 1.
3)
Reference
Ch. 1 — Introduction to curriculum development
Page | 4
