“…With the theoretical support of Meleis, Sawyer, Im, Messias, and Schumacher's (2000) transition framework, Gigliotti (2004) proposed that transitions that can be situational, developmental, medical (health/illness), or organizational in nature (Meleis et al, 2000) are critical contextual considerations in experienced MSRS because they influence the meaning of being a student as well as the flow of social support. That is, while being a student is a situational transition for all adult 418 E. Gigliotti women, its meaning varies with transition conditions (Breese & O'Toole, 1995).…”