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¹University of Huddersfield, School of Human and Health Sciences, Queensgate, Huddersfield, UK. s.a.shaw@hud.ac.uk

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Summary

This summary is machine-generated.

Social policy shapes learning disability narratives, often portraying individuals as problems. This study reveals how these constructions impact learning disability nurses and highlights communication tensions.

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Area of Science:

Social Sciences
Disability Studies
Healthcare Professions

Background:

The discourse surrounding learning disability is influenced by social policy and professional perspectives.
Legislation like the Disability Discrimination Act 1995 has aimed to improve public accessibility for disabled individuals.
Social constructionism significantly impacts how people with learning disabilities are perceived and described.

Purpose of the Study:

To analyze how learning disability is constructed in practice-based stories told by professionals.
To explore the implications of these constructions for learning disability nurses.
To identify tensions in the communication of learning disability by nurses.

Main Methods:

Qualitative study analyzing professionals' practice-based stories.
Focus on narrative construction and its social implications.

Main Results:

Professional stories often frame individuals with learning disabilities as problems to be solved, rather than complex individuals.
Constructions of learning disability in practice-based narratives reflect current issues faced by learning disability nurses.
Tensions exist in how learning disability is constructed and communicated within the nursing profession.

Conclusions:

Constructions of learning disability in professional narratives are not static but reflect ongoing challenges.
Understanding these narrative constructions is crucial for addressing issues faced by learning disability nurses.
There are significant communication challenges in how learning disability is represented by healthcare professionals.