Aims and objectives: The aim of this study was to explore the potential therapeutic role of storytelling in patients with dementia and, if so, to formulate pedagogic implications for the field of nursing with the focus on dementia care.
Background: The present study is part of a larger project, Drama-Ger (Lepp et al. 2003: Journal of Clinical Nursing 12, 873-881), consisting of a cultural drama programme designed for patients with dementia and their caregivers. The programme consisted of two groups (A and B). Group A focused on dance, rhythm and songs, group B focused on storytelling and conversations. The present pilot study deals with group B.
Design: The study was an intervention study.
Methods: Six strategically selected patients, five women and one man, with intermediate and severe dementia, and their three female paid caregivers participated in the programme. They met on six occasions for 1.5 hours once a week for two months. The leader of the group, a Registered Nurse, who was also trained as a symbol pedagogue/teacher, told stories that were related to Erikson's development theory. She continuously kept a reflective diary which was qualitatively analysed.
Results: This pilot study clearly indicates that storytelling invited the patients to take part in associative conversations. The storytelling appeared to help them to remember and make associations with situations they had previously experienced in their lives. Erikson's stages of development could be traced in the conversations. The patients interacted with each other, their caregivers and the leader.
Conclusions: A drama programme using storytelling appears to stimulate patients with dementia to communicate and interact with other people. Ten implications four statements about storytelling as a pedagogic tool and six statements to facilitate a pedagogic approach have been drawn from this study.
Relevance to clinical practice: The implications can be used as a guide when using storytelling for caring intervention with the focus on dementia care.