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Objective: To describe the neonatal health risks (hypothermia, hypoglycemia, hyperbilirubinemia, respiratory distress, the need for a septic workup, and feeding difficulties) experienced by late preterm infants (LPIs) from a large multisite study and determine how these risks were affected by gestational age at birth., Design: Descriptive analysis of prospective data obtained as part of the AWHONN Late Preterm Infant Research-Based Practice Project., Setting: Fourteen hospitals located through the United States and Canada., Participants: Late preterm infants (802) born at gestational ages between 34 0/7 and 36 6/7 weeks., Methods: Nurses at each site obtained consent from the mother of the infant. The data about the infant were gathered from the infant's medical record., Results: Thirty-six percent of LPIs were initially cared for in a special care nursery; approximately one half of these infants were eventually transferred to a well-baby nursery. Of the 64% of LPIs initially cared for in a routine nursery, 10% were transferred to a special care unit or neonatal intensive care unit (NICU). More than one half of LPIs experienced hypothermia, hypoglycemia, feeding difficulties, hyperbilirubinemia, and respiratory distress and/or needed a septic workup. The risk for these problems was higher in infants of younger gestational ages. Thirty-two percent of the infants were bathed during the first 2 hours of life, and by 4 hours, more than two thirds had had their first bath. Fifty-two percent received kangaroo care during the first 48 hours of life., Conclusion: These findings support those of smaller studies indicating that LPIs are at high risk for developing health problems during their neonatal hospitalization. Nurses may be able to ameliorate some of these health problems through early identification of problems and simple, inexpensive interventions such as avoiding early bathing and promoting kangaroo care., (© 2012 AWHONN, the Association of Women's Health, Obstetric and Neonatal Nurses.)

Timely access to primary healthcare is becoming increasingly difficult for many Canadians. In a healthcare system created for managing acute illness and communicable disease, the complex care that millions of Canadians with chronic illnesses require is not being appropriately managed. The answer is not more healthcare dollars; it's better use of the funding already allocated. The key to delivering accessible, comprehensive and cost-effective care is effective collaboration among health professionals. The nurse practitioner role offers a unique skill set, incorporating health promotion and disease prevention into primary healthcare, complementing the roles of a variety of other health professionals. In spite of increasing interest and commitment to collaboration, numerous barriers remain. Perceived competition, leadership struggles and confusion about the role have hindered collaboration between nurse practitioners and physicians. Increased interest in interprofessional education has given rise to improved awareness and respect for the knowledge of other disciplines, raising hopes that fostering interdisciplinary working relationships will result in better client care. Nurse practitioners must take the lead in increasing the visibility of their role, improving public understanding and fostering collaborative relationships with other health professionals in order to provide the most effective care for Canadians.

We compared face-to-face and videoconference delivery of an education programme for health professionals on the subject of neonatal stabilization skills. A pre-test/post-test control group design was used to compare knowledge acquisition and satisfaction between the two modalities. There were no statistically significant differences between delivery modalities for knowledge acquisition. Both groups showed significant gains in knowledge when pre- and post-test scores were compared. Responses to most of the items in a survey of satisfaction with the course did not differ significantly between the two groups. Face-to-face participants expressed higher levels of comfort in interacting with the presenter, and those in the videoconference group were more willing to receive the course via videoconference in the future. Videoconferencing provided an effective and acceptable way of delivering neonatal stabilization skills.