When adolescent girls reach menarche, they often seek information about menstruation from their mothers. More adolescent girls are being raised in single-father families today and have limited or no contact with their mothers. Thirteen adolescent females, who lived with their fathers as the primary caretaker, described their menarcheal experience. The participants, who had close relationships with their fathers, found it embarrassing to discuss menstruation with any male, including their father. They believed their fathers lacked credibility regarding menstrual issues, and they experienced an emotional and physical distancing from their fathers. Nurses must be aware of the needs of single-parent father families, especially menstrual information for both girls and their fathers.

Menarche is a significant yet anxiety producing event. Preparation for menarche combats this anxiety. When adolescent girls reach menarche they often seek information about menstruation from their mothers. Yet not every girl lives with her mother. The purpose of my grounded theory study is to explore the menarcheal experience of 16 girls living without their mothers. The findings indicate that prior to menarche participants experienced similarities to girls who lived with their mothers. Differences became apparent at menarche when participants had to wait for an available female to answer questions, did not have a female available to ask, or felt embarrassed discussing menstruation with their fathers. Providers need to be sensitive to menarcheal preparation issues for girls living without their mothers.

Replication is a critical step in validating research to build evidence and to promote use of findings in practice.

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The purpose of this paper is to describe and discuss how we designed and developed a 12-step technology training protocol. The protocol is meant to improve meaningful learning in technology education so that nursing students are able to meet the informatics requirements of Quality and Safety Education in Nursing competencies. When designing and developing the training protocol, we used a simplified experiential learning model that addressed the core features of meaningful learning: to connect new knowledge with students' prior knowledge and real-world workflow. Before training, we identified students' prior knowledge and workflow tasks. During training, students learned by doing, reflected on their prior computer skills and workflow, designed individualized procedures for integration into their workflow, and practiced the self-designed procedures in real-world settings. The trainer was a facilitator who provided a meaningful learning environment, asked the right questions to guide reflective conversation, and offered scaffoldings at critical moments. This training protocol could significantly improve nurses' competencies in using technologies and increase their desire to adopt new technologies.