Bibliographie

Deco 02: Logo der Universtität Luxembourg als Dekobild

  • Adler, R. B., & Rodman, G. (2014). Understanding human communication (12th ed.). Oxford University Press.

  • Adler, R. B., & Proctor, R. F. (2011). Looking out, looking in (14th ed.). Wadsworth Cengage Learning.

  • Andreassen, P. & Malling B. (2019). How are formative assessment methods used in the clinical setting? A qualitative study. International Journal of Medical Education. 10:208-215.
    Doi: 10.5116/ijme.5db3.62e3
  • Arrogante, O., González-Romero, G. M., López-Torre, E. M., Carrión-García, L. & Polo, A. (2021). Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction. BMC Nursing. (2021) 20:92.
    Doi: 10.1186/s12912-021-00614-2
  • Belisle, M., Lavoie, P., Pepin, J., Fernandez, N., Boyer, L., Lechasseur, K. et Larue, C. (2021). A conceptual framework of student professionalization for health professional education and research. International Journal of Nursing Education Scholarship, 18(1).
    Doi: 10.1515/ijnes-2020-0104
  • Berlo, D. K. (1960). The process of communication: An introduction to theory and practice. Holt, Rinehart and Winston.
  • Bernard, L., Friedel, M. & Mohr, M. (2023). Proposition de modèle d’enseignement-apprentissage clinique [Internal document]. Faculté des Sciences, Technologies et Médecine. Université de Luxemburg.
  • Bernard, L., Friedel, M., Holmes, D., Smajic, S., & Lecocq, D. (2023). Rôles et responsabilités de l’équipe pédagogique [Internal document]. Faculté des Sciences, Technologies et Médecine. Université de Luxemburg.
  • Bernard, L., Friedel, M., Holmes, D., Smajic, S., & Lecocq, D. (2023). Secteur clinique – Sciences Infirmières : Politique de gestion des absences [Internal document]. Faculté des Sciences, Technologies et Médecine. Université de Luxemburg.
  • Blomberg, K., & Bisholt, B. (2016). Clinical group supervision for integrating ethical reasoning: Views from students and supervisors. Nursing ethics, 23(7), 761–769.
    Doi : 10.1177/0969733015583184
  • Bovee, C. L., Thill, J. V., & Raina, R. L. (2016). Business communication today (13th ed.). Pearson.
  • Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. Jossey-Bass.
  • Crisóstomo, I. (2024). ADVANCE Mentoring Handbook [PowerPoint Slides]. Université du Luxembourg.
  • Crisóstomo, I. (2024). Mentoring for Mentors: ADVANCE Mentoring Program [PowerPoint Slides]. Université du Luxembourg.
  • Direction Régionale des Affaires Sanitaires et Sociales Bourgogne. (2009). Guide pour les professionnels des terrains de stage acceuillant des étudiants en soins infirmiers. [Document PDF]. Minsitère de la Santé et de la Prévention de la République Française.
  • Friedel M. (2024). BNUR-PSG-109: Communication et soins spirituels. [PowerPoint Slides]. Faculté des Sciences, Technologies et Médecine. Université du Luxembourg.
  • Gibbs, G., Brigden, D., & Hellenberg, D. (2005). Encouraging reflective practice. Fam Pract, 47, 5–7
  • Grech, J. (2021). Critical self-reflection for nurse educators: Now more than ever! Teaching and Learning in Nursing, 16(1), 89–91.
    Doi : 10.1016/j.teln.2020.09.001
  • Guffey, M. E., & Loewy, D. (2017). Essentials of business communication (11th ed.). Cengage Learning.
  • Hamric A.B., Hanson C.M., Tracy M.F. & O’Grady E.T. (2018). Advanced Practice Nursing : An Integrative Approach. Elsevier. 7th edition.
  • Kolb, D. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.
  • Lechasseur, K. (2023). Supervision de stage en milieu clinique. Ed. Chenelière.
  • Lechasseur, K. (2024). Des conditions gagnantes pour optimiser l’efficacité de la supervision en milieu clinique [PowerPoint Slides]. Faculté des sciences infirmières. Université Laval.
  • Lecocq, D., Mengal, Y. & Pirson, M. (2015). Comment développer la pratique infirmière avancée dans les systèmes de soins de santé complexes? Santé Publique. 2015/HS(S1), 105-110.
    Doi : 10.3917/spub.150.0105
  • Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
    Doi: 10.1080/03075070600572090 
  • Perry, A. G.,  Potter,  P. A., Ostendorf, W. R.,  & Laplante, N. (2021). Clinical Nursing Skills & Techniques. 10th edition. Elsevier.
  • Pilli, O. & Admiraal, W. (2017). Students’ Learning Outcomes in Massive Open Online Courses (MOOCs): Some Suggestions for Course Design. Yuksekogretim.
    Doi: 10.2399/yod.17.001
  • Shannon, C., & Weaver, W. (1949). The mathematical theory of communication. University of Illinois Press.
  • Solheim, E., Syvertsen Plathe, H. & Eide, H. (2017). Nursing students‘ evaluation of a new feedback and reflection tool for use in high-fidelity simulation – Formative assessment of clinical skills. A descriptive quantitative research design. Nurse Education in Practice. 27, 114-120.
  • Siddaram, S. & Anil S. (2018). A Comparative analysis between Objective Structured Clinical Examination (OSCE) and Conventional Examination (CE) as Formative Evaluation Tool. International Journal of Nursing Education. Vol. 10, No. 3, 102-105.
  • Sorrells, K. (2015). Intercultural communication: Globalization and social justice (2nd ed.). SAGE Publications.
  • Stone, D., Heen, S., & Patton, B. (2010). Difficult conversations: How to discuss what matters most. Penguin Books.



Zuletzt geändert: Mittwoch, 22. Januar 2025, 11:19