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. D024 is WGU’s Professional Presence and Influence course. It centers on the social and emotional skills a master's-prepared nurse uses to shape a healthy work environment and move colleagues toward a change. Searches like "d024 task 2 assignment example", "D024 sample paper", and "D024 task samples" land on this page.
What D024 is really about
Most nurses who reach D024 already believe they communicate well, and the course is built to test that belief against evidence. It treats presence as something observable: how a nurse enters a tense room, what she says first, whether colleagues leave the exchange more able to work. The material draws on emotional intelligence, the Institute for Healthcare Improvement's framework for joy in work, and the literature on healthy work environments. What an evaluator wants is that material applied to a specific place with specific pressures. A paper that defines self-awareness and self-regulation in general terms has shown reading. A paper that names the moment on a particular shift where self-regulation failed, and what a better response would have sounded like, has shown the competency.
The second half of the course moves from the self to the group. Influence here means getting a change adopted by people who do not report to you, which is the everyday position of most graduate nurses. Tools such as mind maps and force field analysis appear because they make the forces around a change visible before anyone argues about it. Reflection runs through every part, and it is judged on precision: a named behavior, a named situation, a named next step. Any activity logs or practice experience records that sit alongside the course remain your own record and are never drafted here. Everything on this shelf uses composite departments and people, never a real workplace or colleague.
What D024’s tasks ask for
Written tasks in current versions usually ask for two linked products. The first sets out how you would establish professional presence in a stated setting: the emotional intelligence skills you would draw on, how each would change a difficult interaction, and a visual map of the individual, team and organizational factors that feed or drain joy in that workplace. The second turns to influence, often through a force field analysis of a proposed change, with the driving and restraining forces weighed and strategies matched to the strongest restraints. A reflective essay on your own growth is common in both. Sources are expected wherever the paper claims what the evidence shows about burnout, engagement or retention.
Why D024 tasks come back for revision
Returns in D024 cluster on application. The typical submission defines emotional intelligence accurately and then never shows it touching a situation, so the aspect asking how a skill would be used comes back unmet. Mind maps are returned when the factors are generic, such as poor communication, rather than specific enough that a manager could act on them. Force field analyses fail when the forces are listed without any weighting, so nothing tells the evaluator which restraint matters most or why the chosen strategy targets it. Reflections come back for being sincere and vague. A revision is routine: the notes name the aspect, and the repair is nearly always more specificity rather than more length.
The D024 drawers
D024 Task 1 professional presence paper example
In many versions the first part applies emotional intelligence and a joy-in-work map to one setting. On request, free, 24-48h.
D024 Task 2 force field analysis example
The second part typically weighs forces for and against a change and reflects on influence. 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 D024 sample the right way
Read a D024 sample for how each skill is attached to a moment. Notice that the factors on the map are things a person could change on a Tuesday, and that the force field ranks its forces before proposing anything. Then build your own from a department you know, because the evaluator can tell borrowed friction from lived friction within a paragraph. Send the task instructions and rubric aspects and a custom sample is written to your setting in 24-48h, the first one free.
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.
D024 questions, answered
Does D024 want theory or personal examples?
Both, in that order within each section. Name the skill or framework briefly, then spend most of the words on how it plays out in a specific interaction or decision. An evaluator reading for application will look past a well cited definition to find the moment where the skill was used, and returns the aspect when that moment is missing.
How detailed should the mind map be?
Detailed enough that each factor could become an action. A factor like staffing is too broad to help anyone; a factor like no protected break coverage on evening shift names the problem and implies the fix. Keep the three levels separate, individual, team and organization, and make sure the main idea at the center is one thing, not a cluster of complaints.
Can I use my current workplace?
Most students do, and it usually produces a stronger paper. Keep identities out: no names of colleagues, patients or the organization unless your instructions ask for it, and describe people by role. The evaluator needs a setting concrete enough to judge your reasoning, not details that could identify anyone.