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U-Flourish university students well-being and academic success longitudinal study: a study protocol
  1. Sarah Margaret Goodday1,
  2. Daniel Rivera2,
  3. Hannah Foran2,
  4. Nathan King3,
  5. Melissa Milanovic4,
  6. Charles DG Keown-Stoneman5,
  7. Julie Horrocks6,
  8. Elizabeth Tetzlaff7,
  9. Christopher R Bowie4,
  10. William Pickett3,
  11. Kate Harkness4,
  12. Kate E Saunders8,
  13. Simone Cunningham4,
  14. Steven McNevin9,
  15. Anne Duffy9
  1. 1Psychiatry, University of Oxford, Oxford, UK
  2. 2Queens University, Kingston, Ontario, Canada
  3. 3Public Health Sciences, Queen's University, Kingston, Ontario, Canada
  4. 4Psychology, Queens University, Kingston, Ontario, Canada
  5. 5Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
  6. 6Mathematics and Statistics, Guelph, Ontario, Canada
  7. 7University of Ottawa, Ottawa, Ontario, Canada
  8. 8University of Oxford, Oxford, UK
  9. 9Psychiatry, Queen's University, Kingston, Ontario, Canada
  1. Correspondence to Dr Anne Duffy; anne.duffy{at}queensu.ca

Abstract

Introduction Over 30% of Canadians between the ages of 16 and 24 years attend university. This period of life coincides with the onset of common mental illnesses. Yet, data to inform university-based mental health prevention and early intervention initiatives are limited. The U-Flourish longitudinal study based out of Queen’s University, Canada and involving Oxford University in the UK, is a student informed study funded by the Canadian Institute for Health Research Strategy for Patient Oriented Research (CIHR-SPOR). The primary goal of U-Flourish research is to examine the contribution of risk and resiliency factors to outcomes of well-being and academic success in first year students transitioning to university.

Methods and analysis The study is a longitudinal survey of all first-year undergraduate students entering Queen’s University in the fall term of 2018 (and will launch at Oxford University in fall of 2019). In accordance with the CIHR-SPOR definitions, students represent the target population (ie, patient equivalent). Student peer health educators were recruited to inform the design, content and implementation of the study. Baseline surveys of Queen’s first year students were completed in the fall of 2018, and follow-up surveys at the end of first year in the spring of 2019. Extensive student-led engagement campaigns were used to maximise participation rates. The baseline survey included measures of personal factors, family factors, environmental factors, psychological and emotional health, and lifestyle factors. Main outcomes include self-reported indicators of mental health at follow-up and mental health service access, as well as objective measures of academic success through linkage to university administrative and academic databases. A combination of mixed effects regression techniques will be employed to determine associations between baseline predictive factors and mental health and academic outcomes.

Ethics and dissemination Ethical approval was obtained by the Health Sciences and Affiliated Teaching Hospitals Research Ethics Board (HSREB) (#6023126) at Queen’s University. Findings will be disseminated through international and national peer-reviewed scientific articles and other channels including student-driven support and advocacy groups, newsletters and social media.

  • Mental health
  • university
  • emergent adulthood
  • student mental health
  • prevalence
  • psychopathology
  • academic outcomes

This is an open access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited, appropriate credit is given, any changes made indicated, and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.

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Footnotes

  • Contributors AD is the principal investigator leading the U-Flourish research and collaboration with all authors (SMG, DR, HF, NK, MM, CDGK-S, JH, ET, CRB, WP, KH, KES, SC, SMcN). AD led the conception and design of this research project. NK, WP, JH, SG and CK developed the statistical plan, HF and DR, student peer health educators, planned and conducted the engagement campaign with support from AD, SMcN, and CRB. NK and MM led survey development in qualtrics and launch. SG together with AD drafted the current manuscript and DR and ET assisted in editing. All authors contributed to the final editing and approved the content of the submitted manuscript.

  • Funding This works was funded by a Canadian Institutes for Health Research Strategy for Patient-Oriented Research Grant (#397428) with matched funding from the Rossy Family Foundation (https://artwithimpact.org/partner/the-rossy-family-foundation/).

  • Competing interests None declared.

  • Ethics approval Ethical approval was obtained by the Health Sciences and Affiliated Teaching Hospitals Research Ethics Board (HSREB) (#6023126) at Queen’s University.

  • Provenance and peer review Not commissioned; externally peer reviewed.

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