The incidence of upper respiratory tract infections (URTI) and salivary immunoglobulin A concentrations [IgA(s)] of nine individuals were examined during 12 weeks of moderate exercise training, and compared to ten sedentary controls. Changes in maximal oxygen uptake were assessed at initial, mid-point and final evaluations (T1-3), while changes in [IgA(s)] and salivary immunoglobulin concentration-salivary albumin concentration ratio ([IgA(s)]:[Alb(s)]) were monitored at T1 and T3. During the 12 week period, symptoms of URTI were self-recorded daily. During the period of training the level of fitness significantly increased ( P<0.05) in the exercise group. The number of days recording symptoms of influenza, but not of cold, and total light URTI symptoms was significantly reduced in the exercise group during the last weeks of training. A significant increase in [IgA(s)] and in [IgA(s)]:[Alb(s)] was found in the exercise group after training. Both [IgA(s)] and [IgA(s)]:[Alb(s)] were significantly related to the number of days showing symptoms of influenza ( P<0.01) and the total number of days of sickness ( P<0.05). These data provide quantitative support for the belief that regular, moderate exercise results in an increased [IgA(s)] at rest and [IgA(s)]:[Alb(s)], which may contribute to a decreased risk of infection.

A clear description of the meaning of adolescent Aboriginal suicide and an understanding of the factors that create risk is needed.

This descriptive study was to investigate therapeutic touch (TT) on adult tension headache pain. Ten tension headache pain sufferers were selected from a chiropractic clinic in southeastern Ontario. Subjects were randomly assigned to control and experimental groups using Rogers’ science of unitary human beings. An interview schedule, adapted from the Carboni Unitary Measurement Tool (1992), was administered before and after TT. Data were collected, recorded, and analyzed by the treatment group. Results suggested that one application of TT was useful in reducing tension headache pain in all subjects who received authentic TT. Strategies for implementing TT in nursing practice are offered.

This descriptive study explores the concept of caring in nursing education from the students’ perspective. Students were asked to share moments of caring that they experienced in a nursing course. A content analysis revealed a relational nature of humanistic caring demonstrated by the following themes: connectedness, presence, growth, and respect. Results identified caring as relational and being connected with other; that is, caring is grounded in nurse-educator-student relationships.

<h4>ABSTRACT</h4> <P>Concept mapping is a teaching and learning tool that is especially suited for science-based instruction. This article describes concept mapping as a tool for course evaluation in a fourth-year undergraduate Wellness course in a Health Studies Department. Pre-lecture and post-lecture concept maps describing wellness were compared on the basis of the degree of complexity of the diagram and the relationships among the various parameters. The post-lecture maps showed significantly more detail than did the pre-lecture maps, and the complexity of the post-lecture maps provided evidence that the students had a clearer understanding of all wellness parameters. Compared with a traditional course survey, this method detailed what information was important to students in their understanding of the course material and provided meaningful feedback on material that required greater emphasis in the course. Further research into the use of concept mapping to refine evaluative criteria and provide effective teaching is recommended.</P> <h4>AUTHOR</h4> <P>Received: July 13, 2005</P> <P>Accepted: March 29, 2006</P> <P>Dr. MacNeil is Assistant Professor, Department of Nursing, Brock University, St. Catharines, Ontario, Canada.</P> <P>Address correspondence to Melanie S. MacNeil, EdD, MSN, RN, Assistant Professor, Department of Nursing, Brock University, 500 Glenridge Road, St. Catharines, Ontario, Canada L2S 3A1; e-mail: <a href="mailto:mmacneil@brocku.ca">mmacneil@brocku.ca</a> or <a href="mailto:professormel@hotmail.com">professormel@hotmail.com</a>.</P>