Background: Review-based research is needed which can establish the psychosocial outcomes and mechanisms of “storytelling and sharing” interventions for people with stroke. This information will act to inform the value and development of such interventions. Methods: An integrative review was conducted in three stages: (a) a systematic search strategy was undertaken to focus on articles between 2009 until January 2020 to locate articles the considered storytelling and sharing interventions for people diagnosed with stroke; (b) critical appraisal was undertaken to assess study quality; and (c) synthesis within three stages including data reduction, data display and conclusion. Results: Fourteen articles (including 727 participants) were identified that met the eligibility criteria. Five themes were identified that represented the outcome and mechanisms that appeared to be associated with a stroke intervention. These included introducing the concept of hope and learning to be positive, the enhanced ability to cope, the impact of loneliness and social interaction, impact on emotions, depression and related emotions such as fear. Conclusions: Storytelling interventions appear to impact loneliness, introduce positivity and hope and enable coping through knowledge exchange. The main mechanisms which appeared to influence these outcomes were social comparisons and social control.

Background/Aims Research that considers illness narrative ‘master plots’ (common and recognisable story plots related to the experience of illness), as expressed by individuals who have had a stroke, is needed Thus far, the literature has focused on identifying pre-established illness narrative master plots: the restitution, the chaos and the quest narrative. However, these narrative plots represent extreme psychological responses to the experience of illness; other narratives need to be understood in order to most effectively support individuals with stroke. Further research must identify if other master plots exist, and consider the implication of such plots. Methods A narrative methodology was undertaken, contextualised within a social constructivist worldview. A purposive sample of individuals with stroke undertook a single online semi-structured interview. A categorical-form narrative analysis was undertaken in five stages. Results A total of eight individuals were interviewed. Following analysis, six individuals were identified as illustrating experiences related to a master plot termed ‘overcoming the monster’. The ‘monster’ was represented in several ways, which included: a mental health problem or an expression relating to internal feelings; a sense of being isolated from others; a threat to the individual's independence; and a negative interaction or experience related to health care. Individuals identified clear strategies for ‘overcoming the monster’. These included: adopting a different way of viewing life; identifying and attaining both big and small goals; persistence and determination in the face of adversity; and giving support to others through activities and receiving support. Conclusions Allied health professionals need to understand the importance of this narrativisation of stroke because research has shown that allied health professionals can stereotype interactions by plots and seek to correct them. Implications of these findings ilustate the importance of understanding the individuals experience, not immediately reacting to a narrative type that may seem to fit, understanding the plot of overcoming the monster varies and may need time to be observed.

Background Narrative master plots identify illness stories which are recognisable within clinical settings. Responses to different master plots by physiotherapy students can lack empathy and need to be understood further. One narrative master plot for people with stroke that has not been well studied is called ‘overcoming the monster’. Research is needed to understand physiotherapy students’ reactions to this master plot. Objective To examine the responses of physiotherapy students to three variations of the master plot called ‘overcoming the monster’ generated from patients who have had a stroke. Methods A qualitative narrative vignette study was undertaken. A university in the West Midlands (England) was used to access physiotherapy students on the pre-registration programs. A purposive sample of students volunteered to complete a single vignette questionnaire at one time point. The vignette provided three unique examples of the master plot overcoming the monster as told by people with stroke. Students responded to each by asking specific questions that captured demographic information and questions that captured reactions to the different versions of the master plot. Categorical-content narrative analysis was undertaken. Results Thirty-two first year (BSc) students, thirty-nine first year (pre-registration) MSc students and nineteen third year (BSc) students participated in this study. Neither first year groups had undertaken any clinical placement hours. All third-year students had finished the required clinical placement hours for the physiotherapy course. Students consistently demonstrated empathy towards this master plot. Students often valued the variant of the story which illustrated how difficulties following stroke could be experienced as an ‘adventure’. Students also valued and were motivated by the story variant that considered a family member as a source of motivation and encouragement. The story variant which focused on the shortcomings of the health care system was more often related to by the final year BSc students and MSc students. However, first year students, particularly BSc students, reported being more emotionally affected by the vignette. Conclusion All variants of the master plot overcoming the monster appeared to generate empathetic responses. This is important because it highlights the value of students’ understanding the patients’ story and challenges or ‘monsters’ faced. Therapeutic relationships will benefit from training physiotherapy students on the importance of listening and exploring challenges people with stroke face.