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Theories of experiential learning, notably the theory of andragogy, can be used to elucidate the process of learning in dementia-carer support programmes. Such theories attach importance to the positive influence of life experience and maturity, and to the salience of personal issues, but their appropriateness needs to be critically analysed. Stress is a common manifestation among dementia carers and its presence can significantly affect openness to learning. As a result of recent policy changes and of demographic shifts, nurses are likely to be increasingly involved in carer support programmes. They need to be aware of the complex issues addressed in this paper. [ABSTRACT FROM AUTHOR]