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Evidence-based guidelines represent the highest level of scientific evidence to identify best practices for clinical/public health. However, the availability of guidelines do not guarantee their use, targeted knowledge translation strategies and tools are necessary to help promote uptake. Following publication of the 2019 Canadian Guideline for Physical Activity throughout Pregnancy , the Get Active Questionnaire for Pregnancy , and an associated Health Care Provider Consultation Form for Prenatal Physical Activity were developed to promote guideline adoption and use amongst pregnant individuals and health care providers. This paper describes the process of developing these tools. First, a survey was administered to qualified exercise professionals to identify the barriers and facilitators in using existing prenatal exercise screening tools. A Working Group of researchers and stakeholders then convened to develop an evidence-informed exercise pre-participation screening tool for pregnant individuals, building from previous tool and survey findings. Finally, end-user feedback was solicited through a survey and key informant interviews to ensure tools are feasible and acceptable to use in practice. The uptake and use of these documents by pregnant individuals, exercise, and health care professionals will be assessed in future studies. Novelty: Evidence supports the safety/benefits of exercise for most pregnant individuals; however, exercise is not recommended for a small number of individuals with specific medical conditions. The Get Active Questionnaire for Pregnancy and Health Care Provider Consultation Form for Physical Activity during Pregnancy identify individuals where prenatal exercise may pose a risk, while reducing barriers to physical activity participation for the majority of pregnant individuals.

Purpose: Patient education is a key part of spinal cord injury (SCI) rehabilitation with the goal of preparing persons with SCI to meet life's daily challenges. The purpose of this study was to evaluate experiences of the patient education program from the patients' perspective., Methods: The qualitative design of this study involved a semi-structured interview format to gather descriptive information relevant to the aspects of the patient education program identified to facilitate or impede learning. Twenty-two patients participated in the individual interviews., Results: The framework that emerged from the analysis of the interview transcripts included a total of six main categories, two subcategories and two main themes. There were two central categories of Need to know and Information access and delivery that were influenced by categories of: Learning readiness, Learning affects, Problem exploration and Family involvement. The category of Information access and delivery included two subcategories labeled Resources and Learning strategies. From these categories the main themes of Learning partnership and Individuality were identified., Conclusions: This research provides valuable information from the patients' perspective that may be used to enhance patient education programs. The importance of incorporating principles of adult learning is highlighted.

The purposes of this perspective article are to identify areas of need within clinical education, to describe various models and tools that are proposed and utilized in clinical education, and to explore the extent to which these models and tools might meet the identified needs of clinical education. A synthesis of the literature suggests that the clinical education process in physical therapy currently is characterized by 7 primary needs and that 10 models currently exist to guide the general process or to provide specific tools and practices to enhance its effectiveness. Roles and relationships are critical components in successful clinical education. Theory suggests that clinical educators and students should engage in an intentional, structured process of changing roles during the course of the clinical education experience and that nontechnical competencies such as communication, collaboration, and reflection are crucial for effective practice and may be developed in the clinical education setting. Developing a clearer understanding of the current status of physical therapy clinical education can assist clinical educators in the use of the available models and tools or in developing a new model that addresses potentially unique needs.