Nursing Essay Writing Service UK 2026-2027

You know the nursing. What nobody taught you is what a nursing essay is supposed to do with it.

Projectsdeal supplies bespoke, human-written model answers and reference material written to your own brief, built around the nursing essay as a form: a claim about care, evidence named and sized, an honest word about how good that evidence is, and a consequence for practice. Our models trace guidance back to the primary research behind it, handle practice material with proper anonymisation, and reference in your school’s Harvard variant or in Vancouver, with real sources you can check.

A Nursing Essay Writing Service Built Around the Essay Itself

Most nursing students meet the essay before they meet the ward. It is the first assessment on almost every UK pre-registration programme and it remains the workhorse format through to the final year, yet it is the format that is least explicitly taught. Lectures cover physiology, pharmacology, safeguarding and the standards of proficiency; seminars rehearse clinical skills; the practice assessment document tracks competence. Almost nobody sits a nursing cohort down and explains what a nursing essay is as a piece of writing — how a claim about care is supposed to be built, what counts as support for it, how strong that support has to be before the claim can be stated plainly, and what has to happen to a real clinical encounter before it can appear on a page at all. This nursing essay writing service exists for exactly that gap.

The distinction matters, because a nursing essay is not a general academic essay with clinical vocabulary sprinkled through it. It is a specific genre with its own rules of evidence. In a history essay a well-argued interpretation supported by sources is the whole achievement. In nursing, an interpretation is only as good as the evidence underneath it, that evidence has a recognised strength, and the reader — a marker who is usually a registered nurse — is trained to notice when a confident sentence is resting on a weak study, a superseded guideline or nothing at all. The essay is testing clinical reasoning conducted in public, on the page, where every step can be checked.

If you want the wider picture of the nursing curriculum — the seven platforms of the Future Nurse standards, the science spine, drug calculations, care planning models and the full range of assessment formats — that is set out in detail on our companion page for the best nursing essay writing service in the UK. This page does something narrower and, for most students, more immediately useful: it takes the essay apart as a form. Argument from evidence. Guidelines set against primary research. Writing about practice without identifying anybody. The referencing conventions that decide marks before a marker has read a word of your argument.

Argument From Evidence: What a Nursing Essay Is Actually Testing

Ask a marker what separates the essays at the top of a pile from the ones in the middle and you will rarely hear anything about knowledge. The mid-band essays usually know more than enough. What they do is report. They tell the reader what pressure ulcers are, what the risk factors are, what the assessment tools are and what the interventions are, in that order, accurately, with citations attached to each statement like luggage labels. Nothing in that essay is wrong. Nothing in it is an argument either, and an essay that contains no argument cannot be given a first, because there is nothing for the marker to be persuaded by.

An argument in nursing writing has a recognisable shape. It makes a claim that could be disagreed with. It supports the claim with evidence that is named and sized. It says something about how good that evidence is — the design, the population, the size of the effect, the width of the confidence interval, whether the finding has been replicated. And it draws out what follows for practice, in a form specific enough that a nurse could act on it. Four moves: claim, evidence, appraisal, implication. Once you can see the pattern you can see instantly which of your own paragraphs are missing the third move, and the third move is where most of the marks live.

The corollary is that a nursing essay is allowed to reach an uncomfortable conclusion. If the evidence for a widely used intervention is thin, saying so, with reasons, scores better than pretending to a certainty the literature does not support. Markers are looking for calibration — the ability to match the confidence of your language to the strength of your evidence. “The evidence suggests”, “there is consistent evidence that” and “it is established that” are not interchangeable phrases. They are three different sizes of claim, and using the largest one on the smallest evidence base is the single most reliable way to be marked down by somebody who knows the literature.

Evidence Hierarchies in Nursing, and Why They Are Not a Ladder

Every nursing student meets the evidence pyramid early, usually in a research methods module, and most learn it as a ranking to be recited. Systematic reviews and meta-analyses at the top, then randomised controlled trials, then cohort studies, case-control studies, cross-sectional surveys, case series, case reports, and expert opinion at the bottom. Reciting it accurately will get you through a first-year assessment. Using it as though it were a universal ranking of worth will damage a final-year essay, because the hierarchy answers only one kind of question.

The pyramid ranks designs by their ability to establish that an intervention causes an outcome. That is a question about effectiveness. Nursing asks many questions that are not about effectiveness at all. What is it like to be discharged from an intensive care unit? Why do patients stop taking a medicine that is working? How do families understand a diagnosis of dementia? For those questions a randomised trial is not merely unnecessary, it is the wrong instrument, and a well-conducted phenomenological or grounded theory study sits at the top of the relevant hierarchy. Writing that qualitative evidence is “low-level” without qualification signals to a marker that you have learned the diagram rather than the reasoning behind it.

The more sophisticated position, and the one that earns marks in the upper bands, is that design sets a ceiling on certainty rather than determining it. A badly conducted trial with heavy attrition, unblinded outcome assessment and a surrogate endpoint can carry less weight than a large, careful prospective cohort. This is precisely what the GRADE approach formalises: it starts trials high and observational studies low, then moves the rating up or down according to what the studies actually did. Understanding that mechanism gives you something specific to say about any body of evidence you cite.

A useful discipline when you write is to name the design in the same sentence as the finding. “A multicentre randomised trial reported…” costs three words and immediately tells the marker you know what you are handling. It also makes it far harder to overclaim, because a sentence that begins “a cross-sectional survey found” resists ending with the word “causes”. If your module runs a formal appraisal exercise alongside the essay, our evidence-based practice assignment support works through the same material in that format.

Guidelines Versus Primary Research: A Distinction That Decides Marks

This is the single most common technical error in nursing essays, and it is invisible to the student making it. A clinical guideline is not evidence. It is a synthesis of evidence plus a set of judgements about what should therefore be done, made by a committee that weighed benefits, harms, cost and feasibility. Citing a guideline to support a claim that an intervention works is a category error: the guideline is telling you what a body decided to recommend, not what a study measured. Both belong in a good essay, but they do different jobs, and the difference is exactly the kind of thing an experienced marker notices.

Use a guideline when you want to establish what current recommended practice is, what the standard of care in this jurisdiction is taken to be, or what a national body judged the balance of benefit and harm to be. Use primary research, or a systematic review of it, when you want to establish that something works, how well, in whom, and with what uncertainty. The strongest paragraphs usually do both and connect them: here is what the guideline recommends, here is the evidence it was drawing on, here is what has been published since, and here is why the gap between the two matters for the patient group in the question.

Currency is the second half of the problem. Guidance is revised, updated in part, or withdrawn. A recommendation quoted from a document that has since been replaced is worse than no citation at all, because it presents superseded advice as current. Always record which guidance you are citing, which version, and when it was last reviewed, and check that it is still the live version at the point you submit rather than at the point you found it. Because publication schedules change, never assume a version number you were taught in a previous module still holds — check the current published version on the issuing body’s own site.

Reading a guideline like a critic

Guidance from bodies such as NICE and, in Scotland, SIGN is written with deliberate care, and the wording of a recommendation encodes how strong it is. Verbs matter: an instruction to offer something is not the same as an instruction to consider it, and a good essay reads that difference rather than flattening every recommendation into “guidelines say”. Better essays also look at what sits behind the recommendation — the evidence review, the committee’s discussion of the trade-offs, the places where the committee recorded that evidence was limited and it was relying on consensus. Those passages are where you find the arguments nobody else in your cohort has quoted.

Writing About Practice Without Identifying Anyone

Nursing essays routinely ask you to write about real clinical encounters — a reflective account, a case analysis, a critical incident, an assignment that begins “drawing on your practice experience”. The professional duty of confidentiality does not pause because the writing is for a university. The NMC Code is explicit about respecting a person’s right to privacy and confidentiality, and that duty runs to patients, to their families, to colleagues and to the organisations you have worked in. Students lose marks for weak anonymisation far more often than they realise, and the loss is usually avoidable in a single editing pass.

The mechanics are straightforward once you know them. Replace the patient’s name with a pseudonym and say so, once, at first use — a single parenthetical statement that a pseudonym has been used is the convention, and its absence is the flag markers look for. Remove names of staff, wards, units, hospitals and trusts. Remove exact dates and replace them with relative ones. Remove place names. Blur ages into bands unless the precise age is clinically load-bearing. And remove any detail that is unusual enough to identify somebody even when everything else has gone.

That last point is the one students underestimate. Identification is rarely achieved by a single detail; it is achieved by combination. An age, an occupation, a rare condition and a named region are individually harmless and jointly conclusive. The problem is worse for rare presentations, for small specialist services and for anything involving a small local population, where a description that mentions no names at all can still be unmistakable to anybody who works there. When in doubt, generalise the detail and note in the text that some details have been altered to protect confidentiality — a sentence to that effect is accepted practice and reads as professional judgement rather than evasion.

Anonymise before you send anything to anybody — a study partner, a proofreader, or us. When a draft arrives with identifiable material still in it we will tell you rather than work on it. The same discipline applies to reflective assessments generally, and our nursing reflective essay support and nursing case study help both build anonymisation into the model from the first draft rather than treating it as a tidying step at the end.

Building the Nursing Essay Paragraph

A nursing essay is won and lost at paragraph level, and the paragraph has a reliable internal shape. Open with the point, in a sentence a marker could underline as the claim. Bring the evidence, named by design and sized by result. Appraise it in a clause or two — who was studied, how many, how confident we can be, what the study could not show. Then say what follows for the patient group in the question. Close by linking forward. Roughly 120 to 180 words does this comfortably; anything much shorter is usually a claim without appraisal, and anything much longer has usually collapsed two points together.

The commonest structural fault is the citation cluster: three or four references stacked at the end of a sentence that summarises all of them into a single bland statement. It looks well-read and it demonstrates nothing, because the reader cannot tell what each source contributed or whether they agreed. Unpacking a cluster into two sentences that set the sources against each other — one found this, another with a different population found that, and the difference is probably explained by this — converts a descriptive sentence into an analytical one without adding a single new source.

Harvard and Vancouver: The Two Conventions Nursing Actually Uses

UK nursing schools are split. Most use a Harvard variant, usually aligned to a standard interpretation such as Cite Them Right; a substantial minority use Vancouver, particularly where the programme sits inside a wider health faculty or where journal-style writing is being taught; and some schools use one for coursework and the other for a specific module or dissertation. The critical thing to understand about Harvard is that there is no single authority for it. Harvard is a family of author-date styles, and your school’s handbook is the only version that counts. Downloading a guide from another university and following it faithfully will produce a consistent, wrong reference list.

Vancouver is the opposite situation: it is a numeric style governed by a recognised set of recommendations for manuscripts submitted to biomedical journals, so the underlying rules are stable, but the local implementation still varies in whether numbers appear in superscript, in round brackets or in square brackets. Sources are numbered in the order they first appear in the text, and that number belongs to the source permanently thereafter. The predictable disaster is editing: move a paragraph, insert a new source in the middle, and the whole sequence behind it has to shift. Doing this by hand at two in the morning is how reference lists end up out of step with the text.

Whichever style you are in, the marks are lost in the same places: sources cited in the text and missing from the list, sources in the list that appear nowhere in the text, inconsistent formatting between entry types, and secondary citation dressed up as primary reading. If you are working out the mechanics from scratch, our practical guides to referencing in Harvard style and to referencing in Vancouver style set out the entry patterns side by side, and we can format an existing draft into either.

Appraisal Inside an Essay, Not Beside It

Many students learn appraisal as a standalone exercise: take one paper, work through a checklist, produce a verdict. That is a useful teaching device and a poor model for essay writing, because an essay cannot afford three pages of checklist prose about a single study. Appraisal inside an essay is compressed and selective. You pick the one or two features of a study that actually bear on the claim you are making and you name them in passing, in the same sentence as the finding, then move on.

Selecting well is the skill. If your claim concerns whether an intervention works in older adults, the relevant feature is the age range of the sample, not the funding statement. If your claim concerns whether an effect is large enough to matter clinically, the relevant feature is the size of the difference and its confidence interval, not whether the p-value crossed a threshold. If your claim concerns whether a qualitative finding transfers to your setting, the relevant features are the sampling and the context described, not the number of participants. Generic criticism — small sample, single centre, more research needed — is applied by every student in the cohort to every study, and markers discount it accordingly.

Where your module teaches a specific appraisal framework, use its questions as analytical prompts rather than as headings. A checklist worked through mechanically produces a list; a checklist used as a set of questions produces an argument about what the study can and cannot support. For extended pieces where appraisal is the whole task, our nursing literature review service and systematic review writing support take the same reasoning into the review formats, including search strategy, screening and synthesis.

The Statistics You Must Be Able to Read

You do not need to run analyses to write a strong nursing essay, but you must be able to read the numbers you cite, because misreading them produces confident sentences that are simply untrue. The recurring failure is the relative risk quoted without its absolute counterpart. A treatment that halves risk sounds decisive; if the underlying risk was two in a thousand, halving it changes very little for any individual patient, and an essay that reports only the relative figure has misled its reader while citing accurately.

Two habits protect you. First, whenever you quote a relative figure, find and give the absolute one alongside it. Second, whenever you write that a result was significant, look at the interval and ask whether the smallest effect it permits would matter to a patient. Statistical significance and clinical significance are different questions, and the ability to hold them apart in a sentence is one of the clearest markers of upper-band writing in a health subject.

What Separates a First From a 2:1 and a 2:2

UK mark bands are more consistent across nursing schools than students expect, because the descriptors are doing the same job everywhere: they are describing distance from the source material. A 2:2 stays close to what it has read. A 2:1 organises and compares. A first says something the sources do not say on their own and defends it. Read your own rubric against that idea and the language of the descriptors usually resolves into something concrete.

One practical test before you submit: take a highlighter to your own essay and mark every sentence that expresses a judgement rather than a fact. If the highlighted sentences are clustered in the conclusion, you have written a report with an opinion bolted on. In an upper-band essay they are distributed through every section, because judgement is being exercised continuously as the evidence is introduced.

The Faults We See Most Often, and Why They Happen

Recurring faults in nursing essays are not random. Each one has a conceptual cause, and naming the cause is usually enough to stop it recurring. The table below lists the ones that come up in almost every batch of drafts we edit, together with the underlying misunderstanding and the fix that actually works, as opposed to the instruction to “be more critical”, which students correctly find unhelpful.

How the Essay Changes From Level 4 to Level 7

The word “essay” covers three quite different tasks across an undergraduate programme. At level 4 it tests accuracy and structure, and textbooks are acceptable sources. At level 5 the same content has to be applied to a scenario and you are expected to notice that sources disagree, which is when reliance on textbooks starts to cost you marks, because a textbook synthesises without showing its working and you are now supposed to be reading the working. At level 6 the essay becomes an argument with a defended position, drawn predominantly from primary research and current guidance, that says where the evidence is contested and what should follow for practice given that uncertainty.

Master’s level moves again. At level 7 the reader assumes clinical competence and is interested in your capacity to evaluate an evidence base as a whole, to identify what is methodologically weak about a field rather than about a paper, and to reason about implementation — why a well-evidenced intervention fails to change practice. Postgraduate nursing essays that read like very good undergraduate essays lose marks for exactly this reason. If you are moving between levels, or returning to study after time in practice, our nursing dissertation help covers the extended formats that follow the same logic at greater length.

Field-Specific Writing: The Same Form, Different Evidence

The four fields sit the same essay but not the same content, and the differences run deeper than terminology. Each field has its own evidence base, its own recurring ethical territory and its own characteristic weakness in student writing, which is why we match writers by field rather than treating nursing as one subject.

Adjacent professions ask for the same form again with different regulators and different standards behind it. Midwifery has its own standards of proficiency and its own conventions around normality and escalation, covered on our midwifery assignment help page. Mental health as a subject is studied well beyond nursing, in psychology and social work degrees with quite different marking expectations, which is why we treat it separately on our mental health essay writing service page.

How We Build a Nursing Essay Model

You can order a complete model to a full brief, or you can send what you already have. Editing an existing draft is faster and cheaper than commissioning a piece from scratch, and it preserves the clinical thinking that is genuinely yours — which for a student who has been on placement all week is usually the part worth keeping. We also work chapter by chapter or section by section where a longer piece is being supervised in stages.

Levels, Turnaround and What Every Order Includes

Every order includes original human writing by a UK subject specialist, referencing in your required style with real and checkable sources, free unlimited revisions within the original brief, and our money-back and on-time guarantees. Ordering runs online 24x7, with WhatsApp support on +447447882377 for anything urgent. Projectsdeal has worked with UK students since 2001, across more than 115,000 completed orders at an average rating of 4.9/5, and health subjects have been our largest single area of work for most of that time.

Your order is confidential. We handle personal data in line with UK GDPR, we do not contact your university, and we do not share, sell or publish your brief or your details. On clinical material the duty is shared: anonymise before you send, and if anything arrives that is still identifiable we will raise it with you rather than proceed. If you want to see how the same standards apply outside nursing, our general essay writing service and our team of UK essay writers cover every faculty, and our proofreading services handle referencing and structure on work you have already written.

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Written by Subject Specialists

Every nursing essay writing service uk brief is matched to a named UK academic who holds a degree in that discipline and has marked or taught at this level. That matters more than any general writing skill: a specialist already knows the standard theories, the seminal texts, the methods your module expects you to apply and the difference between what earns a 2:1 and what earns a first in this subject. They write to your brief, your module handbook and your marking rubric, and they explain their reasoning in the work so the structure is transferable to your next assignment.

Our Guarantees, In Writing

What UK Students Say

Frequently Asked Questions

1. What is the difference between a nursing essay and a normal essay?
The rules of evidence. In most subjects a well-argued interpretation supported by sources is the whole achievement. In nursing every claim about care carries an implied strength, and your marker is usually a registered nurse who can tell when a confident sentence is resting on one small study or on guidance that has since been revised. Nursing essays also draw on source types other subjects rarely touch, such as national guidance, formularies and professional standards, and they frequently require you to write about real practice, which brings a confidentiality duty into a piece of academic writing.

2. How do I make a nursing essay less descriptive?
Replan it. Descriptive essays are almost always planned by topic, so the sections are definition, causes, assessment and management, and that structure fights every attempt to argue inside it. Plan instead by claim, so each section exists to establish one point somebody could disagree with. Then check each paragraph contains four moves: the claim, the evidence named by design and sized by result, a short judgement about how good that evidence is, and what follows for the patient group in the question. Most mid-band essays contain moves one, two and four and are missing move three entirely.

3. Can I cite NICE guidelines as evidence in a nursing essay?
You can cite them, but not as evidence that something works. A guideline is a synthesis of evidence plus a set of judgements about benefits, harms, cost and feasibility made by a committee. Cite guidance when you want to establish what current recommended practice is; cite primary research, or a systematic review of it, when you want to establish that an intervention has an effect and how large it is. The strongest paragraphs connect the two. Always record which version of the guidance you used and check it is still the live version, because guidance is revised, updated in part and sometimes withdrawn.

4. What is the evidence hierarchy in nursing and is it always right?
The familiar pyramid puts systematic reviews and meta-analyses at the top, then randomised controlled trials, cohort and case-control studies, cross-sectional surveys, case reports and expert opinion. It is a ranking of designs by their ability to show that an intervention causes an outcome, so it applies to effectiveness questions and only to those. For questions about experience, meaning or why people act as they do, a well-conducted qualitative study is the appropriate top of the relevant hierarchy. Approaches such as GRADE make this explicit by rating certainty according to what studies actually did rather than by design alone.

5. How do I anonymise a patient in a nursing essay?
Replace the name with a pseudonym and say so once, in a short parenthetical statement at first use, because the absence of that statement is what markers look for. Then remove names of staff, wards, units and trusts, replace exact dates with relative ones, remove place names, and put ages into bands unless the exact age is clinically load-bearing. The step students miss is combination: an age, an occupation, a rare diagnosis and a region are individually harmless and jointly identifying. Where a detail is unusual, generalise it and note in the text that some details have been altered to protect confidentiality.

6. Does my nursing school use Harvard or Vancouver?
Both are common and only your handbook can tell you. Most UK nursing programmes use a Harvard variant, often aligned to a standard published interpretation, while a substantial minority use Vancouver, particularly where the programme sits in a wider health faculty. Some schools use different styles for different modules. The point students most need to understand is that Harvard has no single governing authority, so it is a family of author-date styles rather than one style. Following a guide downloaded from another university will produce a reference list that is perfectly consistent and still wrong for your school.

7. What are the most common Vancouver referencing mistakes?
Numbering drift after editing is the biggest one. Vancouver numbers sources in the order they first appear and that number belongs to the source permanently, so inserting a new reference in the middle of a finished draft renumbers everything after it. Doing that manually late at night is how reference lists end up out of step with the text. The others are inconsistent placement of the number, mixing superscript and bracketed forms in one document, journal titles abbreviated in some entries and not others, and reusing a new number for a source that already has one further up the essay.

8. How do I write critically about a research study without just saying the sample was small?
Choose the criticism that bears on the claim you are making. If your claim is about older adults, the relevant feature is the age range of the sample. If your claim is that an effect matters clinically, the relevant features are the size of the difference and the width of its confidence interval. If your claim is that a qualitative finding transfers to your setting, the relevant features are the sampling and the context described. Generic remarks about small samples, single centres and the need for further research are applied by every student in the cohort to every study, so markers discount them.

9. What statistics do I need to understand for a nursing essay?
Enough to read what you cite without misrepresenting it. The essentials are the difference between relative and absolute risk, number needed to treat, odds ratios and why they overstate effects when outcomes are common, confidence intervals as a range of values compatible with the data, and p-values as a statement about surprise rather than about the size or importance of an effect. Two habits protect you: whenever you quote a relative figure, give the absolute one alongside it, and whenever you write that a result was significant, ask whether the smallest effect the interval permits would matter to a patient.

10. How many references should a nursing essay have?
Your handbook may set a minimum, and if it does, treat it as a floor rather than a target. Beyond that, the useful question is composition rather than count. An essay dominated by textbooks and web pages reads as level 4 work whatever year it was written in, because textbooks synthesise without showing their working. Upper-band essays are dominated by peer-reviewed primary research and systematic reviews, use current national guidance deliberately rather than as a default source for everything, and cite each source for something specific rather than stacking three or four behind a single bland sentence.

11. Can you write my nursing essay in Harvard and convert it to Vancouver later?
Yes, and we can also convert a draft you have already written. Conversion is more than a formatting change: moving from author-date to numeric alters how sentences read, because Harvard often makes the author part of the sentence while Vancouver keeps the prose clean and pushes attribution into the number. A good conversion rewrites the affected sentences rather than simply swapping the citations, and it checks every entry against the destination style rather than assuming the original list was correct. Send the handbook page that specifies the style rather than just naming it.

12. How is a nursing essay different at master's level?
At level 7 the reader assumes clinical competence and is interested in something else: your ability to evaluate an evidence base as a whole rather than a paper at a time, to say what is methodologically weak about a field, and to reason about implementation, which means explaining why a well-evidenced intervention still fails to change practice. Postgraduate essays that read like very good undergraduate essays lose marks for exactly this reason. The other shift is scope, since a master's essay is expected to engage with contested territory rather than settle on the safest available position.

13. Do you help with essays for all four fields of nursing?
Yes, and we match writers by field, because the fields differ in more than terminology. Adult nursing leans hardest on physiological reasoning and on a large trial literature. Children's nursing turns on consent and competence in minors, weight-based calculation and evidence extrapolated from adults. Mental health nursing engages a contested evidence base alongside legal frameworks and demands particular care with language. Learning disability nursing needs precision about reasonable adjustments, communication, capacity and diagnostic overshadowing, and draws on a smaller literature where qualitative work carries more weight.

14. I am on placement and have no time. How fast can you work?
We can work to short deadlines and regularly do, including same-day work on standard lengths, and ordering runs online 24x7 with WhatsApp support on +447447882377. Placement students are the group we help most often, because the obstacle is time rather than ability. If you already have a partial draft, send it. Editing an existing draft is faster and cheaper than commissioning a full model, and it keeps the clinical reasoning that is genuinely yours, which is usually the part worth keeping after a week of twelve hour shifts.

15. How much does a nursing essay model cost?
Price depends on three things and no others: academic level, word count and how long we have. You can see a figure before committing anything, and instalments are available on larger orders. Ordering earlier is the most effective way to reduce what you pay, because urgency is the largest multiplier in academic writing and because tracing current guidance back to the primary studies behind it takes hours an overnight turnaround does not contain. Every order includes original writing by a UK subject specialist, referencing in your required style and free unlimited revisions within the brief.

16. Is my order confidential, and what happens to clinical details I send?
Your order is confidential. We handle personal data in line with UK GDPR, we do not contact your university, and we do not share, sell or publish your brief or your details. Clinical material is a shared duty: anonymise before you send anything to anybody, including us, a study partner or a proofreader. If a draft arrives with material in it that could still identify a patient, a colleague, a ward or a trust, we will raise it with you rather than work on it, and we will tell you specifically which details need changing.