BIBLIOGRAPHIE

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A

Aasheim, L. (2012). Practical clinical supervision for counselors. An experiential guide. New York, N.Y. : Springer Publishing Company.
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Alschuler, M. (2021). Social work group supervision. Dans O’Donoghue, K. et Engelbrecht, L. (dir.), The Routledge International Handbook of Social Work Supervision (1^re éd., 702). Routledge.
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Bachkirova, T., Jackson, P. et Clutterbuck, D. (2021). Coaching and Mentoring Supervision: Theory and Practice (2^e éd.). McGraw-Hill Education.
Baird, B. N. (2008). The internship practicum and field placement handbook. A Guide for the helping profession (5^e éd.). Upper Saddle River, N.J. : Pearson Prentice Hall.
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Beddoe, L. et Davys, A. (2016). Challenges in Professional Supervision: Current Themes and Models for Practice. Londres, Royaume-Uni : Jessica Kingsley Publishers.
Berney, A. et Dorogi, Y. (2019). Supervision des équipes de soins en psychiatrie de liaison : quelques points de repère. Rev Med Suisse, 15, 344-346.
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Bostock, L., Patrizo, L., Godfrey, T., Munro, E. et Forrester, D. (2019). How do we assess the quality of group supervision? Developing a coding framework. Children and Youth Services Review. 100, 515-524.
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Caldwell, J. et Dodd, K. (2008). Developing a team mentoring model. Nursing Standard, 23(7), 35-39.
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Choi, S. B., Kim, K. et Kang, S-W. (2017). Effects of transformational and shared leadership styles on employees’ perception of team effectiveness. Social Behavior and Personality: an international journal, 45(3), 377-386.
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Chugh, R., Macht, S. et Harreveld, B. (2021). Supervisory feedback to postgraduate research students: a literature review. Assessment & Evaluation in Higher Education, 47(5), 683-697.
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Clarke, C., Martin, M., de Visser, R. et Sadlo, G. (2015). Sustaining professional identity in practice following role-emerging placements: Opportunities and challenges for occupational therapists. The British Journal of Occupational Therapy, 78(1), 42-50.
Clarke, C., de Visser, R. et Sadlo, G. (2019). From trepidation to transformation: Strategies used by occupational therapy students on role-emerging placements. International Journal of Practice-based Learning in Health and Social Care, 7(1), 18-31.
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Corey, G., Haynes, R. H., Moulton, P. et Muratori, M. (2021). Clinical supervision in the helping professions: A practical guide (3^e éd.). John Wiley & Sons.
Coulton, P. et Krimmer, L. (2005). Co-supervision of Social Work Students: A Model for Meeting the Future Needs of the Profession. Australian Social Work, 58(2), 154-156.
Curran, V., Casimiro, L., Banfield, V., Hall, P., Lackie, K., Oadasan, Y., Simmons, B., Tremblay, M. et Wagner, S. (2010). Rubrique d’évaluation de la collaboration interprofessionnelle. Récupéré de https://www.mun.ca/medicine/media/production/medicine/documents/research/cchpe/Rubrique-evaluation.pdf/

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Dancza, K., Copley, J., Rodger, S. et Moran, M. (2016). The development of a theory-informed workbook as an additional support for students on role-emerging placements. British Journal of Occupational Therapy, 79(4), 235-243.
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Dorner, S., Fowler, T., Montano, M., Janisse, R., Lowe, M. et Rowland P. (2019). Implementing a peer-learning approach for the clinical education of respiratory therapy students. Can J Respir Ther, 55, 21-27.
Drew, C. (13 novembre 2021). Peer to Peer Learning – Examples, Benefits & Strategies. https://helpfulprofessor.com/peer-learning/
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Dudding, C. C. (2012). Focusing in on Tele-supervision. https://academy.pubs.asha.org/2012/12/focusing-in-on-tele-supervision/
Dungey, G., Neser, H. et Sim, D. (2020). New Zealand radiation therapists’ perceptions of peer group supervision as a tool to reduce burnout symptoms in the clinical setting. Journal of Medical Radiation Sciences, 67(3), 225-232.
Durand, M. J. et Chouinard, R. (2012). L'évaluation des apprentissages : De la planification de la démarche à la communication des résultats (2^e éd.). Éditions Marcel Didier.
Duval, K., Poulin, P., Barras, D., Laliberté, S., Lechasseur, K. et Gallani, M-C. (2019). Une revue intégrative sur le stage en dyade pour l’amélioration de la formation infirmière de premier cycle au Québec. Revue Francophone Internationale de Recherche Infirmière, 5(1), 21-36.

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Eichorn, N., Caplan, J., Levy, M., Zarn, M., Moncrieff, D., Sposto, C. et Hoffman, J. E. (2020). Breaking the ice: use of music improvisation to facilitate interprofessional communication. Journal of Interprofessional Education & Practice, 21, 100379.
Ekstedt, M., Lindblad, M. et Löfmark, A. (2019). Nursing students’ perception of the clinical learning environment and supervision in relation to two different supervision models – a comparative cross-sectional study. BMC Nurs. 18, 49.
Eubanks, C.F., Warren, J.T. et Muran, J.C. (2021). Identifying Ruptures and Repairs in Alliance-Focused Training Group Supervision. Int J Group Psychother, 71(2), 275-309.

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Fagundes, E. D. T., Ibiapina, C. C., Alvim, C. G., Fernandes, R. A. F., Carvalho-Filho, M. A. et Brand, P. L. (2020). Case presentation methods: a randomized controlled trial of the one-minute preceptor versus SNAPPS in a controlled setting. Perspect Med Educ, 9, 245-250.
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Ford, K., Courtney-Pratt, H., Marlow, A., Cooper, J., Williams, D. et Mason, R. (2016). Quality clinical placements: The perspectives of undergraduate nursing students and their supervising nurses. Nurse Education Today, 37(1), 97-102.
Forfa, M., Helfrich, C. et Simon, R. (2022). Perceptions on Non-traditional Models of Fieldwork Supervision. Journal of Occupational Therapy Education, 6(1).
Fraser, J. (2022). Interdisciplinary success: being an effective and supportive team member. Dans PHYS883 Phototonics Problem solving. Queens University.

G

Gardner, M., McKinstry, C. et Perrin, B. (2021). Group clinical supervision for allied health professionals. Australian Journal of Rural Health, 29(4), 538-548.
Grealish, L., Armit, L., Shaw, J., Frommolt, V., Mitchell, C., Mitchell, M., van de Mortel, T. et Billett, S. (2019). Learning through structured peer discussion: An observational study. Nurse Education Today, 82(July), 99-105.
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H

Hanson, G. et Robertson, F. (2007). Une expérience d’enseignement de l’anglais dans une FOAD. Dans Manderscheid et Jeunesse (dir.). L’enseignement en ligne. (1^re éd.). De Boeck Supérieur.
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I

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Jannas, S. (2019). Comment gérer autrement les conflits au travail? Éditions Yvon Blais.
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K

Kemer, G., Rocha, J., Reiter, A., Dominguez, V. N. et Giresunlu, Y. (2021). Structured Peer Feedback Exchange in Group Supervision of Beginning Supervisors. American Counseling Association, 60, 148-163.
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L

Lalwani, J., Jagadeesan, M., Prasanna Karthik, S., Kannan, R. et Damodharan, J. (2021). Effectiveness of Using the SNAPPS Model for Structured Case Presentation in Medicine in Developing Clinical Reasoning [Abstract]. National Conference on Innovations in Health Professions’ Education. Conference Proceedings, p. 57.
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M

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