Special Topic: Children and AdolescentsA Scoping Review of Transitions, Stress, and Adaptation Among Emerging AdultsHanna, Kathleen M. PhD, RN; Kaiser, Katherine Laux PhD, RN; Brown, Sara G. EdD, RN; Campbell-Grossman, Christie PhD, RN; Fial, Alissa MA, MLIS; Ford, Amy DNP, ARPN-NP, WHNP-BCS; Hudson, Diane B. PhD, RN; Keating-Lefler, Rebecca PhD, RN; Keeler, Heidi PhD, RN; Moore, Tiffany A. PhD, RN; Nelson, Audrey E. PhD, RN; Pelish, Peggy PhD, ARNP-NP; Wilhelm, Susan PhD, RNC Author Information University of Nebraska Medical Center College of Nursing, Omaha (Drs Hanna, Kaiser, Brown, Campbell-Grossman, Ford, Hudson, Keating-Lefler, Keeler, Moore, Nelson, Pelish, and Wilhelm); and University of Nebraska Medical Center McGoogan Library of Medicine, Omaha (Ms Fial). Correspondence: Kathleen M. Hanna, PhD, RN, University of Nebraska Medical Center College of Nursing, 9985330 Nebraska Medical Center, Omaha, NE 68198 ([email protected]). The authors have disclosed that they have no significant relationships with, or financial interest in, any commercial companies pertaining to this article. Advances in Nursing Science 41(3):p 203-215, July/September 2018. | DOI: 10.1097/ANS.0000000000000214 Buy Metrics Abstract This scoping review examined research on transitions among emerging adults, 18- to 30-year-olds, to identify designs, populations, frameworks, transition types, and transition outcomes. A librarian conducted the search, yielding 2067 articles. Using predefined criteria, teams screened abstracts and reviewed articles, with 82% to 100% interrater agreement. Data from the final 160 articles were placed in evidence tables and summarized. Most frequently, the studies had exploratory-descriptive designs (69%), nondiagnosed samples (58%), no theoretical frameworks (58%), developmental transitions (34%), and health-related behavior outcomes (34%). This transition research is in an early stage of knowledge development and would benefit from further theory development. © 2018 Wolters Kluwer Health, Inc. All rights reserved.