It is important to correctly position a stoma because a poorly sited stoma can result in management and psychological problems for the patient and increase the potential for pouch leakage. However, a well sited stoma can improve the quality of life for a patient and can therefore help the individual to accept the stoma. In this article, Julie Rust discusses the complications that arise from poorly sited stomas.

The concept of the ′specialist nurse′ is not new, but has changed significantly since its conception in the format we are familiar with today. There are many different areas of nursing today in which clinical nurse specialists are employed and although a definitive definition of the role is yet to be decided, there is a general consensus that this multidimensional role encompasses several defined areas, including education, research, management, clinical and consultant roles. The specialist role of the stoma care nurse encompasses all aspects of the specialist role as discussed; however, to demonstrate the complexities in greater detail, this article will examine the role of the stoma care nurse and stoma siting. Stoma formation impacts significantly on the psychological, emotional and physical wellbeing of the patient. Therefore, the correct positioning of the stoma should be a priority for any healthcare professional caring for the individual. A poorly-positioned stoma can cause both physical and psychological problems for the patient. Alternatively, a well-sited stoma can improve quality of life for the ostomate, thereby helping the individual accept the stoma.

By examining the ways in which high school students in two different English classes take up virtual self‐representation tactics in school‐based social networking sites, this article explores how young people carefully juggle the digital identities they adopt for the eyes of both peers and teachers. The data reveals that the students’ cultivation of selves are influenced by the affordances of the spaces they inhabit, and that the specific features of the online class network initiated three identity‐shaping tactics: inserting popular culture, adding humor, and engaging in gossip. Because these themes of self are distinct from the identity themes that typically emerge when students write traditional essays for English class, this work highlights the fact that educators face new challenges and opportunities when making room for informal, social digital spaces for curricular purposes.

Through semi-structured interviews with sixteen faculty members representing a variety of experience levels and departments, this piece illuminates faculty theories and ideas about digital pedagogy through the conceptual lens of TPACK (Mishra & Koehler, 2006), which delineates the overlapping considerations teachers in designing learning through technological knowledge, pedagogical knowledge, content knowledge. Findings reveal widespread similarities in attitudes toward teaching and learning across all different departments and indicate that, while faculty members had a range of content knowledge, pedagogical knowledge, and technological knowledge inferences, the greatest tensions and successes were articulated when faculty discussed issues located at the nexus of technological knowledge, content knowledge, and pedagogical knowledge.

This article discusses basic stoma care in relation to management of the pouch change procedure in a ward-based setting immediately following planned stoma-forming surgery. The article highlights psychological and practical preparation of the patient. It describes the equipment that is needed to change a pouch and examines the rationale and evidence base for the procedure.