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. D220 is WGU’s Information Technology in Nursing Practice course. It centers on how health information systems shape clinical work, and what a nurse has to know to use, question and protect them. Searches like "d220 task 2 assignment example", "D220 sample paper", and "D220 task samples" land on this page.
What D220 is really about
D220 sits in the RN-to-BSN sequence and it asks working nurses to think about software they already touch on every shift: the record system, the barcode scanner, the alerts, the report someone runs on Monday morning. The competency behind it is not keyboard skill. It is whether you can describe what a system does to clinical work, judge whether it does that safely, and say what the data coming out of it is actually good for. Many versions of this course are cleared by a proctored objective assessment. A proctored exam is sat under supervision, and this library does not touch exams; everything here concerns written performance assessment work only.
Where a written task does exist, the rhythm is the one WGU uses throughout. You submit the paper, an evaluator reads it aspect by aspect, and whatever is unmet returns with a note naming it. A return for revision is ordinary here rather than a verdict, and the aspect that returns most is the one asking you to support a statement about your own setting. This course also makes de-identification unavoidable. No employer, no ward name, no colleague, no patient detail traceable to a person. If the instructions and the rubric look like they want different things, that is a question for your course instructor, not a guess.
What D220’s tasks ask for
Across versions the written work moves in two directions. The first is analytic: take a system or a piece of technology in use in a care setting, explain what it was brought in to do, and trace what it actually does to workflow, to safety and to the quality of the data it produces. The second is applied: propose something. A change to how the system is configured or used, a safeguard for the information inside it, a plan for bringing staff onto it, and, in most rubric aspects, a way of telling whether the change worked once it was live. Standards, privacy law and informatics literature belong inside those paragraphs, not stacked at the end.
Why D220 tasks come back for revision
The way this one comes back most often is a paper written entirely out of experience. Nurses know their systems, so the sentences arrive confident and unsourced: the scanner slows medication administration down, the alerts get ignored, the record makes handover worse. Every one of those may be true where you work, and none of them is evidence yet. A rubric aspect asking you to analyze or support wants something outside your own memory attached to the claim: a study, a national standard, a published account of alert fatigue, or a number your organization already keeps, described accurately. Write the observation, then answer the question the evaluator asks next, which is how you know.
The D220 drawers
D220 Task 1 example
The EHRS analysis: one setting, its electronic health record system, a decision example, a barrier, and a health information system and technology. Full sample paper, annotated.
D220 Task 2 example
Typically an applied write-up proposing a technology change, with safeguards and a way to measure it. 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 D220 sample the right way
Read a sample here for its wiring rather than its wording. Watch where a claim about a clinical system stops being an opinion, which sentence carries the source, and how a proposal gets tied back to the problem it was meant to fix. Then close it and write yours, about your setting, with the identifying detail stripped out. Where your own aspects are worded differently, pass them across with the task instructions and a sample gets written to that wording. The first custom one is free and comes back 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.
D220 questions, answered
What counts as evidence when the claim is about my own workplace?
Two things do. Published work showing the same effect happens generally, and a number your organization already keeps: scan compliance, logged downtime, override counts pulled from the pharmacy system. Use them together, name the source of each, and keep the setting anonymous. A statement standing only on what you have seen is the one that gets marked not met.
Can I write about my own practice at all, or does that get scored down?
You can, and in this course you usually should. Experience is what makes the paper concrete; it is simply not what makes it defensible. The workable pattern is to lead with the observation, follow it with a source or a measure, and leave out the names of employers, wards and colleagues. Anonymous specifics read as professional. Identified ones read as risk.
One shift when the system went down explains everything. Is that enough?
It is an example, not an analysis. A single outage tells an evaluator what happened once, while the aspect usually wants what the system does across the organization when it is behaving normally. Keep the story short as illustration, then widen it: how many people the process touches, what it does on an ordinary day, and where it is fragile by design.