Drawing from the Social Model of disability, six people with learning difficulties participated over 18 months in researching their own lived experiences. The method involved weekly group discussions supplemented by participant observation. The study's value stems from in-depth inquiry, which included the participants in the data collection, analysis, dissemination and consequences that they found meaningful. The participants lived in nurse managed community homes. They described how they had faced social and economic exclusion, for example, concerning marriage, child rearing and decently paid employment. With the assistance of nursing staff, the participants had overcome many other social barriers and were enjoying a wide range of activities and choices. Consequently, the participants lived varied lives which they described as interesting and worthwhile. Contemporary models of nursing had successfully directed nursing staff to support 'ordinary living'. However, some disabling assumptions were evident within contemporary nursing. Hence, models of nursing and service delivery were helping both to create lifestyles that the participants valued, whilst simultaneously contributing to their disempowerment.

Drawing upon the writings of disabled people, this paper explores some of the issues which nurses working with disabled people are trying to address, in particular the barriers model of disability. Traditionally disability has been regarded as a personal tragedy afflicting the individual, hence the response to disability has been via the charity, health and welfare systems. Disabled people over the past two decades have substantially challenged this view of disability and the responses it prompts, arguing that disability is created by social barriers and barriers in the built environment. This requires a different response. Nurses working with disabled people, such as learning disability nurses, have struggled to develop more appropriate responses to disability, for example by developing working alliances with people with learning difficulties in order to both promote health and address disabling barriers. The issues these nurses face and some of the lessons disabled people have taught them are relevant to the nursing profession's wider struggle to shed its medical and dependency image.

This article addresses nurses' uniform from the perspective of the symbolic, myth, legend and competing discourse. The analysis touches upon why nurses working with people who have learning disabilities discarded the nurses' uniform and why other nurses may consider doing so, particularly if suitable alternatives exist. The analysis draws from various areas of nursing practice, including the nursing of disabled people, elderly people and people with learning disabilities. Nurses' uniform is revealed as a totem of considerable potency such that to wear a uniform in just any setting or context has to be cautioned. The practicalities of protective clothing are addressed. A differentiation is drawn between uniform and protective clothing such that much of the undesirable symbolism associated with uniform may be discarded with a consequent enhancement of the image of the nurse.

The use of participatory research methods as a means of empowering disadvantaged and oppressed groups or individuals has attracted increasing interest in recent years. This article critically examines the use of such methods to empower people with learning difficulties as co-researchers. Emancipatory research would, by definition, be led and processed by people with learning difficulties. For the time being, however, the possibility of engaging people with learning difficulties in truly emancipatory nursing research is regarded as highly problematic, since it assumes empowerment as a precondition. As a step towards emancipatory research, participatory research represents a radical shift in the research process. It may potentially strengthen the voice of people with learning difficulties and enable them to express their views on nursing. The author proposes a methodology which addresses a number of critical issues facing the nurse researcher. It is a step towards developing more liberating and emancipatory methodologies.