Bibliographie

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2005
Kawamoto, K., Houlihan C. A., E Balas A., & Lobach D. F. (2005).  Improving clinical practice using clinical decision support systems: a systematic review of trials to identify features critical to success. Bmj. 330, 765.
Waddell, D. L., & Dunn N. (2005).  Peer coaching: the next step in staff development. The Journal of Continuing Education in Nursing. 36, 84.
Chen, H-T. (2005).  Practical program evaluation: Assessing and improving planning, implementation, and effectiveness.
Mantere, S. (2005).  Strategic practices as enablers and disablers of championing activity. Strategic Organization. 3(2), 157-184.
Foy, R., Eccles M. P., Jamtvedt G., Young J., Grimshaw J. M., & Baker R. (2005).  What do we know about how to do audit and feedback? Pitfalls in applying evidence from a systematic review. BMC health services research. 5, 50.
Pedler, M., Burgoyne J., & Brook C. (2005).  What has action learning learned to become?. Action Learning Research and Practice. 2(1), 49-68.
Brown, J., & Isaacs D. (2005).  The world café: Shaping our futures through conversations that matter.
2004
Osheroff, J. A., Pifer E. A., Sittig D. F., Jenders R. A., & Teich J. M. (2004).  Clinical decision support implementers’ workbook. Chicago: HIMSS.
Jarvis, J. (2004).  Coaching and buying coaching services: a CIPD guide.
Kraiger, K., McLinden D., & Casper W. J. (2004).  Collaborative planning for training impact. Human Resource Management. 43, 337–351.
Grimshaw, J., Thomas R., MacLennan G., Fraser CRRC., Ramsay CR., Vale L., et al. (2004).  Effectiveness and efficiency of guideline dissemination and implementation strategies.
Sullivan, T. (2004).  Evaluating Environmental Decision Support Tools.
Hancock, H. C., & Easen P. R. (2004).  Evidence‐based practice–an incomplete model of the relationship between theory and professional work. Journal of Evaluation in Clinical Practice. 10, 187–196.
Cromwell, S. E., & Kolb J. A. (2004).  An examination of work-environment support factors affecting transfer of supervisory skills training to the workplace. Human resource development quarterly. 15, 449–471.
Sheldon, K. M., Ryan R. M., Deci E. L., & Kasser T. (2004).  The independent effects of goal contents and motives on well-being: It’s both what you pursue and why you pursue it. Personality and Social Psychology Bulletin. 30, 475–486.
Horton, D., Alexaki A., Bennett-Lartey S., Brice K. N., Campilan D., Carden F., et al. (2004).  L’évaluation au cœur du renforcement organisationnel : Expériences d’organisations de recherche et développement du monde entier.
Bareil, C. (2004).  La résistance au changement: synthèse et critique des écrits. 10,
Morin, É. (2004).  Le codéveloppement : Comment apprendre en travaillant!. Capital Humain FRP Groupe Conseil. 10,
Gaudine, A. P., & Saks A. M. (2004).  A longitudinal quasi-experiment on the effects of posttraining transfer interventions. Human Resource Development Quarterly. 15, 57–76.
Marquardt, M. J. (2004).  Optimizing the power of action learning.
Marquardt, M., & Waddill D. (2004).  The power of learning in action learning: a conceptual analysis of how the five schools of adult learning theories are incorporated within the practice of action learning. Action Learning: Research and Practice. 1(2), 185-202.
Ho, K., Bloch R., Gondocz T., Laprise R., Perrier L., Ryan D., et al. (2004).  Technology-enabled knowledge translation: frameworks to promote research and practice. Journal of Continuing Education in the Health Professions. 24, 90–99.
Carlile, P. R. (2004).  Transferring, translating, and transforming: An integrative framework for managing knowledge across boundaries. Organization science. 15, 555–568.
Rycroft-Malone, J., Seers K., Titchen A., Harvey G., Kitson A., & McCormack B. (2004).  What counts as evidence in evidence‐based practice?. Journal of advanced nursing. 47, 81–90.
Schieffer, A., Isaacs D., & Gyllenpalm B. (2004).  The world café: part one. World. 18, 1–7.

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