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. D118 is WGU’s Adult Primary Care for the Advanced Practice Nurse course. It centers on how an advanced practice nurse moves a common adult presentation from history and exam to a ranked differential and a defensible plan. Searches like "d118 task 2 assignment example", "D118 sample paper", and "D118 task samples" land on this page.
What D118 is really about
D118 sits in the family nurse practitioner didactic sequence, and it is the course where adult primary care is treated as a reasoning problem rather than a catalog of conditions. You are handed, or you build, a presentation in an adult patient, and you are asked to show the whole chain: what you asked, what you found, what you considered, what you set aside and why, and what happens next. Nobody paces this for you, so a nurse with strong clinical footing can clear the course quickly, but a competency is only visible once the thinking is on paper. Every patient in these samples is a composite, assembled to carry the reasoning and carrying no real detail from anyone.
The written work is a performance assessment. You submit it, an evaluator reads it against the rubric aspect by aspect, and any aspect not met comes back with a note about that aspect alone. A revision is the ordinary rhythm of a competency course rather than a verdict on your clinical ability, and most returns in D118 are narrow enough to repair in a paragraph. Some versions also carry an objective assessment, which is a proctored exam; this library does not touch exams and covers written performance assessments only. The supervised clinical internships that run alongside these didactic courses are your own placement record, so hour logs and preceptor documentation are never drafted here.
What D118’s tasks ask for
Most versions want two movements on the same composite patient. First the workup: a focused history and physical examination, the differential those findings generate, and the reasoning that moves one diagnosis to the front while pushing the others back, including the finding or test that would settle each. Then the plan: pharmacologic and nonpharmacologic management, education written at a level the patient could actually use, and the follow-up interval and referral criteria that say when the plan ends or changes. Rubric aspects usually track those pieces one at a time, so a heading per aspect with a paragraph answering it directly is the safest structure. Evidence belongs beside the claim it supports, not gathered at the end.
Why D118 tasks come back for revision
The most common return in D118 is a differential that is a list and not an argument. Five diagnoses appear under a heading, each with a sentence of textbook description, and then the paper writes a plan for one of them without ever saying why that one. An evaluator scoring that aspect is looking for the two things a list does not contain: an order, and a reason for the order. Which finding in your own history and exam raised this diagnosis, which finding lowers that one, and what would you need to see to take a third off the table. The repair is small. After each diagnosis you name, add the sentence that ranks it against the patient you described, and name the data that would confirm or exclude it.
The D118 drawers
D118 Task 1 example
Often a full adult case write-up, taken from history through a ranked and reasoned differential. On request, free, 24-48h.
D118 Task 2 example
Typically the management half: treatment, education, follow-up and referral for that same composite patient. 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 D118 sample the right way
Read a sample here the way you would read a worked case. Follow how the history feeds the differential, find the sentence where the ranking is said out loud, and watch how each part of the plan is tied back to the diagnosis it belongs to. Then close it and write your own patient, in your own words, from your own sources. Where your own instructions differ from anything on this shelf, pass them across with the rubric and a sample follows that wording. The first one is free and lands inside 24-48h.
How these samples are written
Every sample on this board is written the way the custom ones are: the rubric aspects decoded first, a subject-matched writer drafting each aspect visibly, format and originality checked before it ships. WGU revises courses and instruments; a custom request is always written to the aspects in YOUR portal, never from a stale template.
D118 questions, answered
How do I show that I ruled a diagnosis out rather than just naming it?
Attach a reason to every removal. Say which history element, finding or result argues against it, and where nothing in your data settles the question, say what would. A differential aspect is scored on visible reasoning rather than length, so three diagnoses with the logic showing read stronger than seven described side by side in isolation.
Does the management plan need a guideline citation, or is a textbook enough?
Name the current specialty guideline for the condition you chose and cite the version you actually read. A plan resting only on a general reference text tends to lose the aspect asking for evidence based management, because an evaluator cannot tell whether your recommendation reflects practice now or a printing from several years ago.
Where do follow-up and referral belong if the paper is already long?
Inside the plan, in writing, with numbers. A plan carrying no return interval and no referral criteria has no ending, and that is a frequent narrow return in this course. State when the patient is seen again, what would bring them back sooner, and which finding or failed response sends them to which specialist.