publication record.

@article{nokey,

title = {Challenges and opportunities for increasing patient involvement in heart failure self-care programs and self-care in the post-hospital discharge period},

author = {J Butler and M Petrie and M Bains and T Bawtinheimer and J Code and T Levitch and E Malvolti and P Monteleone and P Stevens and J Vafeiadou and C Lam },

doi = {https://doi.org/10.1186/s40900-023-00412-x},

year  = {2023},

date = {2023-04-01},

urldate = {2023-04-01},

journal = {Research Involvement and Engagement},

volume = {9},

issue = {23},

pages = {1-11},

abstract = {Background

People living with heart failure (HF) are particularly vulnerable after hospital discharge. An alliance between patient authors, clinicians, industry, and co-developers of HF programs can represent an effective way to address the unique concerns and obstacles people living with HF face during this period. The aim of this narrative review article is to discuss challenges and opportunities of this approach, with the goal of improving participation and clinical outcomes of people living with HF.



Methods

This article was co-authored by people living with HF, heart transplant recipients, patient advocacy representatives, cardiologists with expertise in HF care, and industry representatives specializing in patient engagement and cardiovascular medicine, and reviews opportunities and challenges for people living with HF in the post\textendashhospital discharge period to be more integrally involved in their care. A literature search was conducted, and the authors collaborated through two virtual roundtables and via email to develop the content for this review article.



Results

Numerous transitional-care programs exist to ease the transition from the hospital to the home and to provide needed education and support for people living with HF, to avoid rehospitalizations and other adverse outcomes. However, many programs have limitations and do not integrally involve patients in the design and co-development of the intervention. There are thus opportunities for improvement. This can enable patients to better care for themselves with less of the worry and fear that typically accompany the transition from the hospital. We discuss the importance of including people living with HF in the development of such programs and offer suggestions for strategies that can help achieve these goals. An underlying theme of the literature reviewed is that education and engagement of people living with HF after hospitalization are critical. However, while clinical trial evidence on existing approaches to transitions in HF care indicates numerous benefits, such approaches also have limitations.



Conclusion

Numerous challenges continue to affect people living with HF in the post\textendashhospital discharge period. Strategies that involve patients are needed, and should be encouraged, to optimally address these challenges.},

keywords = {heart failure, self-care, self-efficacy, self-regulation},

pubstate = {published},

tppubtype = {article}

}

@article{code2020agency,

title = {Agency for learning: Intention, motivation, self-efficacy and self-regulation},

author = {J Code},

doi = {10.3389/feduc.2020.00019},

year  = {2020},

date = {2020-02-26},

booktitle = {Frontiers in Education},

journal = {Frontiers in Education},

volume = {5},

pages = {19},

organization = {Frontiers},

abstract = {Agency is inherent in students’ ability to regulate, control, and monitor their own learning. A learners’ effectiveness in regulating their cognitive, affective, and behavioural processes as they interact within the learning environment is critical to their academic success. This article advances a theory of learner agency, or agency for learning (AFL), as an emergent capacity that is intentional, self-generated, and reactive to social factors in the learning context. This article further traces the development of the Agency for Learning Questionnaire (AFLQ) and examines the internal consistency, predictive validity, and psychometric properties covering four dimensions of agentic functioning including intentionality (planfulness, decision competence), forethought (intrinsic and extrinsic motivation), self-regulation, and self-efficacy. The results of this research demonstrate that the AFLQ provides a reliable, valid, multidimensional measure of AFL based on existing theoretical and empirical findings, advancing both theory and practice. Understanding how agency develops and emerges within learning environments is a key factor in identifying why learning occurs enabling educational psychologists to potentially identify, measure, and study agentic processes in the context of learning across a variety of research designs.},

keywords = {AFLQ, forethought, intention, learner agency, learning design, motivation, quantitative, self-efficacy, self-regulation, survey research},

pubstate = {published},

tppubtype = {article}

}

@article{Code2007,

title = {Examining trace data to explore self-regulated learning},

author = {A F Hadwin and J C Nesbit and D Jamieson-Noel and J Code and P H Winne},

year  = {2007},

date = {2007-01-01},

journal = {Metacognition and Learning},

volume = {2},

number = {2-3},

pages = {107-124},

keywords = {assessment, educational technology, learning analytics, self-regulation, systematic review},

pubstate = {published},

tppubtype = {article}

}

@article{Code2006c,

title = {Using cognitive tools in gStudy to investigate how study activities covary with achievement goals},

author = {J C Nesbit and P H Winne and D Jamieson-Noel and J Code and M Zhou and K Macallister and S Bratt and W Wang and A F Hadwin},

year  = {2006},

date = {2006-01-01},

journal = {Journal of Educational Computing Research},

volume = {35},

number = {4},

pages = {339-358},

keywords = {educational technology, learning analytics, mixed methods, self-regulation},

pubstate = {published},

tppubtype = {article}

}