Few studies exist that identify a useful self-report measure of physical activity for pregnant women. The purpose of this study was to compare the self-report exercise diary with the pedometer and determine if self-report measurement provided useful physical activity measures during pregnancy. The pregnant women's sleep, parity, and related demographic factors were further analyzed for relationships to the physical activity measures. Physical activity was assessed in a sample of 94 pregnant midwestern U.S. women ages 18 to 38 years. The women wore a pedometer during all waking hours for 3 consecutive days at 14 and 28 weeks of pregnancy for a total of 6 days. During the same 6 days of monitoring, the women kept a diary account of the minutes they exercised per day. The pedometer and self-report exercise diary results correlated significantly (r = 49, p = .02). When examining for usefulness in measuring physical activity, a comparison of the women's occupational categories revealed no significant differences in self-reported minutes of exercise or pedometer counts per day.

Social support interventions that incorporate profession-

Nausea and vomiting in late pregnancy is a little-studied phenomenon. In this study of 116 midwestern women, 32% of the women had nausea and vomiting after 20 weeks gestation. The purpose of this study was to examine demographic, anthropometric, maternal health factors, and pregnancy outcomes in women who had late nausea and vomiting in pregnancy (NVP) and those that did not. Women who experienced late NVP had significantly higher parity, were older, gained less weight in pregnancy, and slept fewer hours per night than women who did not experience late NVP. By being aware of prenatal factors that may affect nausea and vomiting in late pregnancy, health care providers will be better able to maximize the quality of life for these women.

The cultural norms of a society have a powerful influence over health behavior decisions such as choosing an infant feeding method. The objective of this study was to explore the community breastfeeding perspective by examining breastfeeding attitudes and beliefs, experiences, and behaviors of a U.S. university community through an online survey. Linear and logistic regressions were used to determine predictors of those who had breastfed and those with positive breastfeeding attitudes and beliefs. Through the findings, the researchers suggest that exposure to breastfeeding and increasing positive breastfeeding attitudes and beliefs are important as the focus for public breastfeeding campaigns.

An interprofessional leadership course for medical, nursing, and physician assistant students was the setting for teaching communication, self-reflection, and team skills. Students completed the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) Scale, the Team Skills Scale Adjusted, and a survey assessing knowledge of healthcare professions, to evaluate changes in student's knowledge, confidence, and skills in interprofessional learning. Overall students rated their knowledge of role and scope of practice for health professions as significantly higher at the end of the course. This was also true of each of the individual profession groups. There was also a significant increase in overall students' confidence in their ability to carry out the student role in interprofessional learning and in self perceived team skills. However, when individual professions were analyzed separately, the nursing student group was the only group to show significant differences. The Core Competencies for InterprofessionalCollaborative Practice, recommended by the Interprofessional Education Collaborative, address interprofessional leadership knowledge and skills that are critical to safe, high quality patient care. These core competencies speak collectively to our challenge to produce graduates with leadership skills for "collaborative practice readiness." 1,2 Reports from the Institute of Medicine, American Hospital Association, Robert Wood Johnson Foundation, and the World Health Organization (WHO), make building a safer healthcare system a global challenge. 2-6 WHO asks that leaders in health and education work together to implement innovative ways of delivering interprofessional education for "collaborative practice readiness." 2 A core competency of collaboration is effective communication, as poor communication patterns have the potential to break down the relationships that are so critical in teams and can result in medical errors. The ability to establish relationships is essential to learning to work together and effective communication enhances and sustains these relationships. Gittell stresses the importance of relationships in collaboration and defines relational coordination (RC) as "coordinating work through relationships of shared goals, shared knowledge and mutual respect." 7 Jefferson College of Health Sciences (JCHS) and the new Virginia Tech Carilion School of Medicine (VTCSOM) seized the opportunity to create an environment where health professions students could not only learn with, from, and about each other but could also establish relationships that allowed for learning about the significance of communication skills. Learning communication concepts and skills during their educational process serves as the foundation and preparation to promote collaboration in the workplace.JCHS had established interprofessional education (IPE) as a quality enhancement project and VTCSOM had embodied interprofessionalism as one of four foundational domains in their curriculum. This partnership resulted i...