Send the exact assignment or rubric from your course of study and a custom sample written to it lands in 24 to 48 hours, the first one free. C920 is WGU’s Contemporary Curriculum Design and Development in Nursing Education course. It centers on designing a nursing course from learner needs through objectives, teaching methods and evaluation, so the parts actually line up. Searches like "c920 task 2 assignment example", "C920 sample paper", and "C920 task samples" land on this page.
What C920 is really about
Curriculum work has an order to it, and C920 is mostly about respecting that order. A program philosophy sits above program outcomes, outcomes drive course objectives, objectives choose teaching strategies, and evaluation checks whether the objective was reached. Break the chain anywhere and the design stops being defensible. The material covers needs assessment, writing objectives at a stated level of thinking, mapping a course against program outcomes and accreditation expectations, and choosing methods that suit both the content and the setting. Most people find the writing itself is not hard. The discipline of keeping every element traceable to the one above it is what takes the time.
Nothing about this course runs on a calendar. Cohort-free pacing means the submission goes in when the design is finished, which for a fast reader can be early in the term. An evaluator then reads it against the rubric one aspect at a time, records each as met or not yet met, and returns the whole document if a single aspect falls short. Plan for one revision and you will rarely be surprised. On design tasks the return is usually about alignment in one part of the design rather than about the writing. Course versions differ in how the work is split, so the two drawers below describe the forms the writing usually takes.
What C920’s tasks ask for
The task normally starts with a context you supply: a program, a group of learners and a gap the design is meant to close. From there you write objectives that are measurable, choose teaching methods that match both the objective and the setting, and design an evaluation that returns evidence about that objective. Expect to be asked for a rationale on each choice with support from the education literature, and expect an aspect on alignment, where the evaluator simply checks whether the pieces connect. Clinical or field experience attached to your specialization stays with you as your own record and is never something we draft. A one page map showing objective, method and measure side by side is worth building even when the task does not demand it.
Why C920 tasks come back for revision
Designs come back most often for a quiet mismatch: the evaluation cannot measure the objective it is attached to. The objective says the learner will demonstrate safe medication administration in a simulated setting, and the evaluation is a twenty item multiple choice quiz. That quiz measures recall about medication safety, which is a different claim. The same fault shows up softly when an objective is written at an analysis level and the evidence collected is attendance, a satisfaction survey or a completed worksheet. An evaluator following the rubric reads the objective, then reads the measure, and asks whether one could prove the other. Write those two lines next to each other before you write anything else and the mismatch is obvious while it is still cheap to fix.
The C920 drawers
C920 Task 1 example
Often the first half is a needs analysis behind one proposed nursing course or sequence. On request, free, 24-48h.
C920 Task 2 example
The applied half typically builds objectives, teaching methods and matching evaluation for that same design. On request, free, 24-48h.
Your course of study shows something else?
Western Governors University revises courses; task counts and deliverables shift between terms. Send what your classroom shows and the desk matches it exactly.
Using a C920 sample the right way
Use a finished design as a reference for structure rather than for content. What is worth studying is how the sample carries one objective from statement through method to measure without losing it, and how each choice gets a sentence of justification instead of a paragraph of description. Then build yours around your own program and learners. Send the task instructions and rubric and the sample is written to those, the first one free and back in 24-48h. If you are rewriting after a return, tell us which aspect was marked not yet met and the sample will concentrate there.
How these samples are written
The discipline behind every task here: aspects are the outline, each gets its section, artifacts match their narratives, and OA courses get prep-note treatment instead, because the sit is always yours. Send your portal's rubric with a request and the sample matches it, revisions included.
C920 questions, answered
How do I prove an evaluation matches its objective?
Read the verb. If the objective says demonstrate or perform, the evidence has to be an observation of doing, usually a checklist or a rated performance in a simulated setting. If it says explain or compare, written or spoken work can carry it. When the verb and the evidence disagree, change one of them and say in the rationale why the pair now fits.
Do I have to design a whole program?
Almost never. The task usually scopes you to one course or a short teaching sequence inside a program you describe, and the program level material exists so your design has something to align upward to. Designing more than was asked is a common way to run long and thin out the rationale the rubric actually reads.
What happens if the submission comes back?
It gets read again by an evaluator with your revision in place, and only the aspects in question are at stake. A return is part of how the model works rather than a strike against you, and design tasks come back for narrow reasons far more often than broad ones. Send us the note and we will write the sample against exactly that aspect.