A qualitative longitudinal study on the illness experiences of UK students with long-term health conditions during their first year of transition to

一所精英大学(标题续)。学生代表了一个庞大的、不断增长的人口，他们的健康需求没有得到充分的了解。在过渡到大学的过程中，学生们面临着围绕健康和医疗保健的多重挑战。那些患有长期疾病(LTC)的人特别容易受到与健康有关的干扰。受我的本科经历和随后的硕士论文的启发，这个项目将跟踪20名在达勒姆大学(DU)第一年拥有LTCs的学生。杜大不同寻常的合议制和高比例的非本地学生，是本研究的理想环境。我将采用定性的纵向研究方法，在每学期开始和结束时进行半结构访谈。我将要求与会者保留书面或照片记录；这些记录将作为数据来源和引起答复的一种手段。为了更好地了解背景，我还将采访5名大学/医疗保健人员。将获得社会学部道德委员会的批准，承认围绕持续同意、匿名、招聘和情感影响的问题。调查的关键领域将是当地医疗保健提供者的适宜性、大学本身的支持，以及更广泛的社会和健康不平等对长期教育学生经历的影响。分析将是纵向和横向的，借鉴社会学对疾病经历和人生转变的见解。传记颠覆和文化健康资本等概念尤其相关。将分发资源，目的是促进为长期合作的学生提供强有力的支持网络。结果将促使对学生健康的进一步调查，并最终为政策变化提供信息。

an elite collegiate university (continuation of the title).Students represent a large and increasing population whose health needs are not fully understood. During transition to university, students face multiple challenges surrounding health and healthcare. Those with long-term conditions (LTCs) are particularly vulnerable to health-related disruption. Inspired by my undergraduate experiences and subsequent MSc dissertation, this project will follow a cohort of 20 students with LTCs throughout their first year at Durham University (DU). With its unusual collegiate system and high proportion of non-local students, DU is an ideal setting for this research. I will adopt a Qualitative Longitudinal Research approach, conducting semi structuredinterviews at the beginning and end of each term. I will ask participants to keep a written or photographic record; these will serve as data sources and a means of eliciting responses. For richer contextual awareness, I will also interview 5 university/healthcare staff. Approval will be obtained from the Department of Sociology Ethics Committee, acknowledging issues surrounding ongoing consent, anonymity, recruitment and emotional impact. Key areas of inquiry will be the suitability of local healthcare providers, support from the university itself, and the impact of wider social and health inequalities on the experiences of students with LTCs. Analysis will be bothlongitudinal and cross-sectional, drawing on sociological insights into illness experiences and life transitions. Concepts such as biographical disruption and cultural health capital are especially pertinent. Resources will be disseminated with the aim of facilitating robust support networks for students with LTCs. Results will prompt further investigation into student health and ultimately inform policy changes.