WGU C922: Emerging Trends and Challenges in 21st Century Nursing Education

What C922 Is and Why It Sits Where It Does in Your Program

WGU C922, Emerging Trends and Challenges in 21st Century Nursing Education, is a graduate-level course in the Master of Science in Nursing – Education track (the BSN-to-MSN pathway) offered through the Leavitt School of Health. Instead of testing you on clinical facts, it asks you to think like a nurse educator: to look at how technology, pedagogy, and the realities of modern healthcare are reshaping the way nurses are taught, and to propose a thoughtful, evidence-based change to a nursing curriculum. If you are working toward a role in academic or staff education, this course is where the "educator" part of your degree starts to feel real.

Direct answer: You pass C922 by completing one written performance assessment well, not by cramming for a timed test. Read the task instructions and rubric line by line, choose a single emerging educational technology you can defend, support it with recent peer-reviewed sources, and write a clear, well-organized proposal that answers every rubric prompt in order.

Because C922 is assessed entirely through a submitted project rather than a proctored exam, the challenge is different from most objective-assessment courses. There is no bank of multiple-choice questions to guess at. Instead, a WGU evaluator reads your work against a rubric and returns it either as "Competent" or with specific requests for revision. That model rewards students who write clearly, cite properly, and follow directions closely, which is genuinely good news for anyone anxious about timed testing.

What the Performance Assessment Actually Asks You to Do

The core task centers on proposing the integration of an emerging or current educational technology into a nursing education curriculum. You are expected to ground your recommendation in the professional literature and connect it to real teaching and learning outcomes. While the exact rubric wording and required source count can change between course revisions, the work consistently covers areas like these:

• Identifying a current or emerging educational technology recommended in the recent nursing-education literature (common student examples include virtual reality simulation, high-fidelity manikin simulation, and remote or virtual simulation labs).
• Reviewing recent peer-reviewed sources — typically articles published within the last several years — to establish why the technology matters.
• Proposing a specific curricular change and explaining how the technology supports program goals, learning outcomes, or student success.
• Addressing challenges and barriers to adoption, such as cost, faculty training, or access.
• Reflecting on your process, often through short e-portfolio or reflection components tied to the assignment.

Always treat your live task instructions and rubric in the WGU course of study as the final authority. The bullets above describe the shape of the work; the rubric describes exactly what earns a passing evaluation.

How Hard Is It, and How Long Should You Budget?

C922 is a writing-and-research course, so difficulty depends far more on your academic writing comfort than on nursing knowledge. Many students report that it is one of the more manageable courses in the MSN – Education sequence precisely because there is no timed exam and the rubric is explicit about what to include. The friction points people describe are usually organization, meeting citation expectations, and making sure every rubric aspect is genuinely addressed rather than implied.

Realistically, plan for a few focused weeks if you already write comfortably at the graduate level: time to gather and read sources, draft the proposal, revise against the rubric, and turn it in. Students who pace themselves and use the course community tend to move faster; those who wait for a burst of motivation tend to stall in the research stage. Because WGU is competency-based, you can move as quickly as your work quality allows — there is no penalty for finishing early once your submission meets the rubric.

A Study and Writing Plan Built for a Proposal Course

Traditional exam tactics like flashcards matter less here; what matters is a disciplined writing process. Try this sequence:

1. Reverse-engineer the rubric first. Before you write anything, turn each rubric row into a heading in your document. This is the single most effective tactic for a WGU PA — it guarantees you address every scored element and gives your evaluator a clear path through your work.
2. Pick a technology you can defend, not the flashiest one. Choose a topic where recent, credible sources are easy to find. VR and high-fidelity simulation are popular because the literature is deep, but any well-supported choice works.
3. Build a source table. For each peer-reviewed article, note the citation, the main finding, and the one sentence you would use it to support. This is active recall applied to research: you are forcing yourself to summarize before you write.
4. Draft in rubric order, then smooth it out. Write to the rubric headings first so nothing is missing, then revise for flow and transitions.
5. Self-review with spacing. Finish a draft, step away for a day, and reread it against the rubric as if you were the evaluator. Distance surfaces gaps you cannot see while writing.
6. Verify APA and originality. Confirm your citations and reference list follow current WGU formatting expectations and run the submission through the required originality check before you send it.

If technology integration in nursing education feels unfamiliar, related coursework can build useful context. Our guide to C790 Foundations in Nursing Informatics covers the informatics vocabulary behind many C922 topics, and D235 Interprofessional Communication and Leadership in Healthcare reinforces the leadership framing you will use when arguing for curricular change.

Mistakes That Cost Students a Revision

• Writing a research paper instead of a proposal. The task wants a recommendation with justification and an implementation angle, not just a literature summary.
• Skipping the "challenges" element. A proposal that only lists benefits reads as incomplete; evaluators look for honest treatment of barriers.
• Using weak or dated sources. Blogs, vendor pages, and old articles undercut a graduate proposal. Lean on recent peer-reviewed nursing and education journals.
• Loosely paraphrasing without citing. Graduate work is held to a strict standard; attribute every borrowed idea and keep quotations minimal.
• Answering the rubric implicitly. If a row asks you to "explain," write an explicit paragraph that explains — do not assume the reader will infer it.

Submission Readiness Checklist

Before you submit, confirm that you can honestly say yes to each of these:

• Can you state, in one sentence, the single technology you are proposing and why?
• Can you point to a specific paragraph in your draft that satisfies each row of the rubric?
• Can you name recent, peer-reviewed sources for every major claim you make?
• Can you describe how your proposed change supports a nursing program's learning outcomes?
• Can you identify at least one realistic barrier to adoption and how it might be addressed?
• Can you confirm your citations and references match current WGU formatting expectations?
• Can you show your submission passes the required originality/similarity check?
• Can you read your proposal aloud without hitting a section that feels vague or off-topic?

FAQ

Is C922 an OA or a PA?

C922 is assessed through a performance assessment — a written curriculum proposal you submit and revise — rather than a proctored objective assessment. There is no multiple-choice exam to sit.

How many competency units is C922 worth?

Competency-unit values are set in WGU's official program materials and institutional catalog and can change between editions, so confirm the current figure in your WGU degree plan or the catalog rather than relying on secondhand numbers.

How long does C922 usually take?

Many students report finishing within a few focused weeks, driven mostly by how comfortable they are with graduate research and writing. Because WGU is competency-based, you can complete it as soon as your submission meets the rubric.

What technology should I choose for the proposal?

Pick one that is well supported in recent peer-reviewed literature. Virtual reality and high-fidelity simulation are common choices because sources are plentiful, but any defensible, evidence-backed technology can earn a passing evaluation.

Does C922 have exam dumps or answer keys I should use?

No — and you should avoid them. This is original written work reviewed for competency and originality, so copied content risks an integrity violation. Build your own proposal from credible sources instead.

Where can I get help while writing?

Work with your course instructor early, use the WGU writing resources, and lean on the course community. You can also browse related guides in our Leavitt School of Health hub or the full study guide index. For the official program details, see WGU's MSN Nursing Education program page.