Background
Methods
Search strategy and screening
Inclusion and exclusion criteria
Data extraction & analysis
Results
Description of studies
Author, year, Country | Study design, sample size | Health condition | Participant age, gender | Ethnicity or race, Socioeconomic Status | Study objective | Conceptual framework for intervention | Facilitator |
---|---|---|---|---|---|---|---|
Comellas (2010), [25] United States | Pilot Study using pretest/post-test controls, n = 17 | Diabetes Mellitus | 66.8 years (average), 71 % female | Minority Adults in Urban communities | To improve diabetes self-management behaviors by becoming more physically active, eating healthier, adhering to medication, solving problem and setting goals. | Not Stated | Community Health Promoters |
Crogan, Evans & Bendel (2008)a, [24] United States | Descriptive pilot project using pretest/post-test controls, n = 7 | Cancer | 48–74 years, 86 % female | Unknown | To evaluate symptom reports and the impact of a nurse-led storytelling intervention occurring in a supportive group setting | Watson’s (1985) 10 Carative Factors | Nurse |
Evans, Crogan & Bendel (2008)a, [38] United States | Descriptive single blind pilot project, n = 10 | Cancer | 48–74 years, 86 % female | Unknown | To develop a nurse-led storytelling intervention for oncology patients, and implement the intervention using trained oncology nurses | Watson’s (1988) Theory of Human Caring | Oncology nurse educators |
Greenhalgh et al. (2011a)b[12], United Kingdom | Pilot randomized controlled trial, n = 79 (10–12 per group) | Diabetes Mellitus | Unknown | Minority ethnic, Low income | To refine and test the new complex intervention in diabetes education; informal story-sharing group | Not Stated | Bilingual Health Advocate |
Greenhalgh, Collard & Begum (2005b), [26] United Kingdom | Action research framework drawing on thematic and narrative analysis n = 42 | Diabetes Mellitus | Unknown | Multi-ethnic, Low income | To develop and refine complex interventions for diabetes support and education in minority ethnic groups | Not Stated | Bilingual Health Advocate |
Greenhalgh et al. (2011b), [15] United Kingdom | T hematic and narrative analysis n = 82 (groups of 7–12) | Diabetes Mellitus | 25–82 years, 73 % female | African Caribbean & Bangladeshi & Tamil & Punjabi/Urdu & Somali, Low income | To analyze narratives of people with diabetes to inform design of culturally congruent self-management education programmes | Not Applicable | Bilingual Health Advocate |
Koch & Kralik (2001), [28] Australia | Participatory Stringer’s Action Research Approach n = 8 | Multiple Sclerosis & Urinary Incontinence | 52 years (average), 100 % female | Unknown, Mixed income | To describe the development and implementation of an action research program focusing on understanding the experience of living with chronic illness | Not Stated | 1st author (a nurse) in 1st group, inexperienced research student in 2nd group |
Piana (2010), [20] Italy |
N = 94 (total) Descriptive narrative | Diabetes Mellitus | 16 years (average), 44 % female | No socio-demographic data were considered. | To induce a narrative-autobiographical approach in the care and education of adolescents with type-1 diabetes and observe the effects of this novel approach on adolescents’ self-awareness, concern for self-care, and well-being. | Narrative-Autobiographical Approach | Doctors, Nurses, Educators, Trainers, Dieticians, Psychologists |
Sitvast (2013) [27], the Netherlands | Multiple-case design, n = 42 | Psychiatric Disorders | Unknown | Unknown | To investigate whether the process of making photo stories in health care matches with requirements of self-motivation in self-management programs | Social Cognitive & Ecological Theories on Health Behavior | Nurses and Occupational Therapists |
Struthers et al. (2003) [17], United States | Descriptive phenomenological, n = 147 (5–20 per circle) | Diabetes Mellitus | Unknown | Native American, Unknown | To find out what the experiences of American Indian Talking Circle participants are | Not stated | Community members with expertise in the culture |
Author, Year, Country | Session number, frequency and duration | Session topic examples | Tools, props, action orientation | Outcomes | Measurement tools | Method of data analysis |
---|---|---|---|---|---|---|
Comellas (2010) [25], United States | 5 sessions | Diagnosis, self-management, goal setting, sexual health | Goal setting | Physical and nutrition self-care activities and overall well-being. | Surveys (SDSCA measure), World Health Organization 5-item Well-Being Scale, | Comparisons were made from baseline data to evaluate change from pre to post intervention |
Crogan, Evans & Bendel (2008)a, [24] United States | 12 weekly sessions, 1.5 h long | Diagnosis, living with disease, loss of control, relationships, death | N/A | Pain | McGill Pain Questionnaire | Repeated measures analysis of variance |
Stress | Index of Clinical Stress, Cantril’s Ladder | |||||
Self-efficacy | Physical Self-Efficacy Scale | |||||
Mood | Satisfaction with Life Scale, Brief Depression Rating Scale | |||||
Coping | Index of Clinical Stress, Cantril’s Ladder | |||||
Satisfaction with Life | Satisfaction with Life Scale, Brief Depression Rating Scale | |||||
Evans, Crogan & Bendel (2008)a, [37] United States | 12 weekly sessions, 1.5 h long | Coping, control issues, life, hope, desires, fear, relationships | N/A | Healing for clients and their relationships; finding meaning in & transforming suffering; acceptance of life journey, including death | Index of Clinical Stress | Exit Interviews, Facilitator debriefing questionnaires |
Cantril’s Ladder | ||||||
McGill Pain Questionnaire | ||||||
Satisfaction With Life Scale | ||||||
Brief Depression Rating Scale | ||||||
Other qualitative data | Exit Interview | |||||
Ability of the nurse facilitator to effectively implement storytelling techniques and differentiate storytelling group from the control group | Facilitator Debriefing Questionnaire | |||||
Greenhalgh et al. (2011a)b, [12] United Kingdom | 72 biweekly sessions, 2 h long | Feeding the family, medication, dealing with doctors | Pills, food samples | Primary outcome (a composite of blood pressure, smoking status, lipid ratio, atrial fibrillation, and HbA1c) | UKPDS (UK Prospective Diabetes Study) coronary risk score | Statistical comparison |
Secondary outcomes included attendance | Observation | |||||
Secondary outcomes included HbA1c | Blood test | |||||
Secondary outcomes included well-being | Psychometric questionnaire | |||||
Secondary outcomes included confidence in managing and living with illness | Patient Enablement Instrument (PEI) | |||||
Greenhalgh, Collard & Begum (2005b), [26] United Kingdom | Unknown | Diagnosis, diet, exercise, check-ups, medications, shopping, feelings | Pills, insulin, glucose meters, letters, activities (eg. self-monitoring, cooking, trying exercises, looking at shoes) | Mean Glucose Concentration | Blood test | Constant comparative method |
Greenhalgh et al. (2011b), [15] United Kingdom | 13 biweekly sessions, 2 h long | Diagnosis, weight loss, diet, exercise, medication | Food samples, glucose meters, artifacts (eg. hospital letters, tablets), exercising, group trips | Stories told How stories inform program design | Ritchie & Spencer’s ‘framework’ method Narrative analysis Interpretive analysis | Ritchie & Spencer ‘Framework’ (2003), Narrative analysis and Interpretive analysis using Bakhtin’s (1981) dialogical approach and Riessman’s (2008) notion of storytelling as performance |
Koch & Kralik (2001), [28] Australia | 10 sessions (40 h of contact) | Sex, incontinence, life with disease | Creating, implementing, and evaluating plans of action | Cycles of look, think, act in PAR approach | Observation | By research team concurrently with data generation |
Piana (2010), [20] Italy | 9 days (2 h autobiographical approach, 1.5 h diabetes self-management education) | Diagnosis, challenges of living with diabetes, relationship with food, relationship with one’s own body, with others and self care. | Writing, communication through songs, poems, readings, images, drawings and creative workshops | Stress reduction, change in self-perception, perception of relationships with others and with the disease itself | Questionnaires with open ended questions | Qualitative analysis on the open-ended questions |
Sitvast (2013) [27], the Netherlands | 8 weekly sessions | Family, friends, pets, hobbies, independence, jobs | Photos, goal setting and planning activities | Moral Learning Self-Motivation Action | Framework of methodological steps | Structural analysis on a meta level grounded in the tradition of interpretivism and ethnography |
Struthers et al. (2003) [17], United States | 12 sessions | Diabetes (perceptions, facts, prevention), nutrition (basics, preparation traditional foods), healthy lifestyles (physical, emotional, family, community) | Flip charts, visual aids, symbolic item (eg. feather or rock) | Individual anthropometrics Participant experience | Pretest (introductory session) & post-test (final session) for individual anthropometrics Clinic health charts also reviewed, Interviews | Comparative, Phenomenological, Verification from participants |