Introduction Evidence-based practice skills and habits begin during undergraduate education and continue through professional life. It is important novices learn the skills in their education programme that are required in practice. This study explores strategies experienced occupational therapy supervisors use to encourage novices to be evidence based, and how these might be enhanced. Method Qualitative descriptive methodology was used to explore the views and experiences of 15 experienced supervisors from a range of practice areas and geographical locations, interviewed in four focus groups. Results Evidence-based practice is an element of professional reasoning not isolated from client-centred practice or from reflective practice. Five sources of evidence to inform competence in professional decision-making were identified: (a) research evidence from literature; (b) local environment, resources and culture; (c) client’s expertise and perspective; (d) expertise of others; and (e) practitioners’ own knowledge and experience. Conclusion Intentional use of all five sources of evidence to inform professional decision-making contributes to habits of evidence-based thinking and practice. Experienced therapists and educators can support evidence-based practice in novices by prompting questioning and developing systems supportive of scanning for evidence in each area. Collaboration in this endeavour will enhance integration of academic and practice education.

This research explored the use of adventure therapy in Aotearoa New Zealand, how practitioners have learned their skills, and what they perceive the field needs to support its development. The mixed methods study used interpretive description methodology to analyse focus group and survey data. The field is diverse and includes practitioners from outdoor education, youth work, and therapy professions. They share common understanding of, and passion for adventure therapy practices. Formal learning opportunities are limited, and a Community of Practice model exists. Practitioners should use adventure therapy strategies within their discipline boundaries and practice with a trauma informed lens. The field would benefit from more education and training opportunities, from intentionally strengthening the Community of Practice model, and from Māori research to enhance appropriateness of practice for the unique cultural context of Aotearoa New Zealand.

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is a principal lecturer in the Occupational Therapy school, Otago Polytechnic. Prior to this role she has worked as an occupational therapist in a variety of clinical areas, primarily mental health settings, has worked as an outdoor instructor, and has integrated outdoor interventions in her mental health work. Helen is interested in the use of theory to inform practice, and in the use of adventure and nature-based activities within mental health settings. She is a member of the Adventure Therapy Aotearoa leadership team and the International Adventure Therapy Committee. Current research interests are evidence-based practice and adventure therapy practices in New Zealand.