PUBLICATIONS

@article{nokeyk,

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–hospital 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–hospital 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{nokeyl,

title = {Participating in the peer review process: The Journal of Cardiac Failure construct},

author = {E Joyce and CK Mcillvennan and JH Esquivel and AJ Sauer and ... and J Code and 181–192. 29(2) (2023). .},

doi = {https://doi.org/10.1016/j.cardfail.2022.11.007},

year  = {2023},

date = {2023-02-01},

urldate = {2023-02-01},

journal = {Journal of Cardiac Failure},

volume = {29},

issue = {2},

pages = {181-192},

abstract = {Cardiovascular medicine, and the field of heart failure (HF) in particular, abounds with rapid advances in diagnostics, therapeutics, and implementation, requiring a comprehensive yet efficient pathway to relay these findings to the HF community. To this effect, peer review serves as a cornerstone of academic publishing—to support meaningful scientific inquiry, rigor, and dissemination. The importance of peer review has been particularly highlighted by the coronavirus disease 2019 pandemic as the scientific community has witnessed more online publications including “pre-peer review” drafts and the retraction of high-profile articles owing to inaccurate data.},

keywords = {heart disease, heart failure, Heart Transplant, peer reivew, research methods},

pubstate = {published},

tppubtype = {article}

}

@article{Ralph2023,

title = {Measuring theory of mind (ToM) with preschool-aged children: storybooks and observations with iPads},

author = {R Ralph and J Code and S Petrina},

doi = {10.1080/09669760.2019.1685468},

year  = {2023},

date = {2023-01-01},

urldate = {2023-01-01},

journal = {International Journal of Early Years Education},

volume = {31},

issue = {1},

pages = {251-268},

abstract = {Theory of Mind (ToM) is an individual’s ability to understand the cognitive states of others, including their desires, beliefs, and knowledge. ToM describes how children, by the age of four, understand how others may be thinking or feeling. It is the ability to understand the thinking or viewpoints of their peers. This paper will describe ToM levels with preschool-aged children (n = 5). The current research used a storybook task battery to measure children’s ToM, as well as developed observational measures, focused on three domains from the task battery. Results of this exploratory study indicate that three of the children had a high level of ToM while the other two were low, as they were not of age. Results also indicate that ToM was observed but challenging to measure as it is primarily an internal process. Future studies can use these suggested tools in conjunction to get a better understanding of ToM with groups preschool-aged children.},

keywords = {21st century learning, educational technology, iPads, learning design, preschool, qualitative},

pubstate = {published},

tppubtype = {article}

}

@article{Lannon2022,

title = {Patient and caregiver perspectives of the connection between home and the transplant journey},

author = {H Lannon and J Code and J Poole and C Simpson and V Bath},

doi = {https://doi.org/10.1016/j.hrtlng.2022.10.008},

year  = {2023},

date = {2023-01-01},

urldate = {2022-10-28},

journal = {Heart & Lunch},

volume = {57},

pages = {1-6},

abstract = {Background: For many heart failure patients, a heart transplant is required. Few hospitals in Canada perform heart transplants; thus, patients and caregivers must relocate to access transplant care. 

Objective: This study explores Canadian patients’ and caregivers’ experiences of to access transplant care and how patients and caregivers define home. The study's goal is to gain insights from the patient and caregiver experience and identify opportunities to improve the experience for those who relocate to access heart transplants. The research question was: How is the concept of home connected to the heart transplant journey? 

Methods: We conducted 18 interviews with advanced heart failure patients and caregivers, to explore patient and caregiver experiences of relocating to access transplant care. Patients and caregivers ranged in ages from 20′s to 60′s and had left their home of origin to move to a new location where medical care was available. 7 patients were male, 3 were female. All caregivers were female. 

Results: Patients and caregivers identified three supports during relocation: other patients and caregivers, medical team and family. Patients and caregivers defined home as friends, family, community, warmth, safety, belonging and comfort. 

Conclusion 

During relocation, patients and caregivers were supported by: other patients and caregivers, their medical team and family, and how these people made them feel: safe, warm, comfortable and that they belonged is how they defined home. The supports and definitions of home are connected; thus, a sense of home is inextricably linked to the transplant journey for patients and caregivers.},

keywords = {heart failure, Heart Transplant, Patient Experience},

pubstate = {published},

tppubtype = {article}

}

@article{Code2022e,

title = {Automated digital counselling with social network support as a novel intervention for patients with heart failure: protocol for a randomized controlled trial},

author = {R Peiris and H Ross and C Chan and S Poon and B Auguste and V Rac and M Farkouh and M McDonald and J Kaczorowski and J Code and Others},

url = {https://bmjopen.bmj.com/content/12/9/e059635},

doi = {10.1136/bmjopen-2021-059635},

year  = {2022},

date = {2022-10-07},

urldate = {2022-10-07},

journal = {BMJ Open},

volume = {12},

issue = {9},

pages = {e059635},

abstract = {Introduction. Heart failure (HF) symptoms improve through self-care, for which adherence remains low among patients despite the provision of education for these behaviours by clinical teams. Open Access Digital Community Promoting Self-Care, Peer Support and Health Literacy (ODYSSEE–vCHAT) combines automated digital counselling with social network support to improve mortality and morbidity, engagement with self–care materials, and health-related quality of life. Methods and analysis. Use of ODYSSEE-vCHAT via Internet-connected personal computer by 162 HF patients will be compared with a control condition over 22 months. The primary outcome is a composite index score of all-cause mortality, all-cause emergency department visits, and HF-related hospitalisation at trial completion. Secondary outcomes include individual components of the composite index, engagement with self-care materials, and patient-reported measures of physical and psychosocial well-being, disease management, health literacy, and substance use. Patients are recruited from tertiary care hospitals in Toronto, Canada and randomised on a 1:1 ratio to both arms of the trial. Online assessments occur at baseline (t=0), months 4, 8 and 12, and trial completion. Ordinal logistic regression analyses and generalised linear models will evaluate primary and secondary outcomes. 

Ethics and dissemination. The trial has been approved by the research ethics boards at the University Health Network (20-5960), Sunnybrook Hospital (5117), and Mount Sinai Hospital (21-022-E). Informed consent of eligible patients occurs in person or online. Findings will be shared with key stakeholders and the public. Results will allow for the preparation of a Canada-wide phase III trial to evaluate the efficacy of ODYSSEE-vCHAT in improving clinical outcomes and raising the standard of outpatient care.},

keywords = {heart failure, RCT},

pubstate = {published},

tppubtype = {article}

}

@article{Code2022c,

title = {From patient to agent},

author = {J Code},

doi = {https://doi.org/10.1016/j.cardfail.2022.04.007},

year  = {2022},

date = {2022-07-01},

urldate = {2022-06-17},

journal = {Journal of Cardiac Failure},

volume = {8},

number = {7},

pages = {1230-1234},

keywords = {advocacy, autoethnography, editorial, heart failure},

pubstate = {published},

tppubtype = {article}

}

@article{Code0000,

title = {A disorienting dilemma: Teaching and learning in technology education during a time of crisis},

author = {J Code and R Ralph and K Forde},

doi = {https://doi.org/10.1007/s42330-022-00191-9},

year  = {2022},

date = {2022-02-25},

urldate = {2022-02-25},

journal = {Canadian Journal of Science, Mathematics and Technology Education},

volume = {22},

pages = {170–189},

abstract = {The way individuals interpret and reinterpret their experience is central to meaning-making and to teaching learning. Grounded in Mezirow’s Transformative Learning Theory, this research explores whether pandemic-related emergency remote teaching manifested in a disorienting dilemma for technology educators. Educators negotiated curricular outcomes between physical aspects of making and doing and design and creative problem solving resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students.



Titre :

Un dilemme déstabilisant : Enseigner et apprendre dans la formation en technologie en

période de crise



Résumé :

La manière dont les individus interprètent et renouvellent le sens de leur expérience est fondamentale au processus de recherche de significations et cela a des incidences sur l’enseignement et l’apprentissage. Ancrée dans la théorie de l’apprentissage transformationnel de Mezirow, cette étude vise à déterminer si l’enseignement à distance en tant que mesure d’urgence liée à la pandémie a causé un « dilemme déstabilisant » pour les formateurs en technologie. Les enseignants ont négocié des résultats d’apprentissage situés entre certains aspects physiques du « faire et mettre en pratique » et ont adopté une approche créative dans la résolution de problèmes par réflexion conceptuelle, ce qui a donné lieu à une pédagogie transformée par la pandémie. L’analyse thématique a démontré que le « faire et mettre en pratique » a été grandement éprouvé par la diminution dans les communications, la baisse de motivation des étudiants ainsi que de leur engagement. Toutefois, le plus inquiétant pour les enseignants, c’est la disparité grandissante en ce qui a trait aux questions d’équité et d’accès qui touchent leurs étudiants les plus vulnérables et les plus à risque. L’on connait bien peu de choses sur les conséquences d’une façon d’être qui est chaotique sur les apprenants et les enseignants évoluant dans des conditions qui favorisent la peur et le traumatisme. Bien que nous ne puissions pas prédire en quoi consistera la « nouvelle normalité » dans les écoles ni quels seront les effets à long terme de l’enseignement à distance comme mesure d’urgence, notre étude montre que le dilemme déstabilisant que la COVID-19 nous apporte continuera de façonner la pédagogie transformée par la pandémie pour les formateurs en technologie.},

keywords = {Pandemic Transformed Pedagogy},

pubstate = {published},

tppubtype = {article}

}

@article{Code2022,

title = {A disorienting dilemma: Teaching and learning in technology education during a time of crisis},

author = {J Code and R Ralph and K Forde},

doi = {10.1007/s42330-022-00191-9},

year  = {2022},

date = {2022-01-21},

urldate = {2022-01-21},

journal = {Canadian Journal of Science, Mathematics and Technology Education},

abstract = {The way individuals interpret and reinterpret their experience is central to meaning-making and to teaching learning. Grounded in Mezirow’s Transformative Learning Theory, this research explores whether pandemic-related emergency remote teaching manifested in a disorienting dilemma for technology educators. Educators negotiated curricular outcomes between physical aspects of making and doing and design and creative problem solving resulting in a pandemic transformed pedagogy. Thematic analysis revealed that making and doing was severely challenged due to decreased communication, student motivation and engagement. However, most concerning to educators was the heightened disparity in equity and access in their most vulnerable and at-risk students.},

keywords = {21st century learning, disorienting dilemma, ERT, Media & Technology in Education, Mezirow, online learning, pandemic pedagogy, Pandemic Transformed Pedagogy, self-efficacy, Technology Education},

pubstate = {published},

tppubtype = {article}

}

@article{Code2021b,

title = {Academic success online: Mediating the effects of personality and self-efficacy in online learning},

author = {J Code and N Zap and R Ralph},

url = {Preprint available at: https://doi.org/10.21203/rs.3.rs-901632/v1},

doi = {https://www.learntechlib.org/p/212813/},

year  = {2021},

date = {2021-11-01},

urldate = {2021-11-01},

journal = {International Journal on E-Learning},

volume = {20},

issue = {4},

pages = {377-410},

keywords = {Agency for Learning, Media & Technology in Education},

pubstate = {published},

tppubtype = {article}

}

@article{Code2021bb,

title = {Academic success online: Mediating the effects of personality and self-efficacy in online learning},

author = {J Code and N Zap and R Ralph},

url = {https://www.learntechlib.org/p/212813},

doi = {https://dx.doi.org/10.14288/1.0406651},

year  = {2021},

date = {2021-05-01},

urldate = {2021-05-01},

journal = {International Journal on E-Learning},

volume = {20},

number = {4},

pages = {377-410},

abstract = {Academic success in any context is dependent upon a student's belief in their ability to succeed. While learning online, a students’ self-efficacy is affected by their confidence in their ability to interact within the online environment. With the proliferation of personalized learning and the growth of Massive Open Online Courses, this growing trend is a shift in focus from the centralized brick-and-mortar locus of control, to one of enabling student choice and agency for how, when, and where they learn. In the pre-pandemic setting, this research study examined the personality types of students enrolled in eight sections of four online courses in educational technology, and the role self-efficacy for learning online played in their academic performance. Key findings reveal that personality affects learners’ academic achievement is moderately significant, self-efficacy for online learning affects learners’ academic achievement in a small but significant way, and student conscientiousness and academic performance were significantly and fully mediated by self-efficacy for learning online while controlling for gender and English language proficiency. There were no mediation effects with the other personality traits. A discussion around learning design strategies is provided. The authors recommend that institutions adopt more flexible learning options for teaching and learning that include both online and blended learning options that provide student’s choice and agency over the learning experience but also enable the institution to be better equipped for what the uncertain future of education holds.},

keywords = {educational technology, learning design, mediation, online learning, personality, quantitative, self-efficacy, survey research},

pubstate = {published},

tppubtype = {article}

}