LYDIA HALL’s

Care, Core and Cure

 OBJECTIVES
At end of this presentation audience will be able to

◼ Look into background of Lydia E Hall.

◼ Know Hall's theory assertions.
◼ Discuss theory overview.
◼ Understand 3 Cs (core, care & cure)
◼ Define Hall's nursing paradigms.
◼ Major assumptions
◼ Discuss strengths and weaknesses.
◼ Application of Hall's theory
LYDIA ELOISE HALL
(1906-1969)
 LYDIA ELOISE HALL
➢ Was born in new York city
on 21st sept 1906.
➢ Basic nursing education in
1927.
➢ Bachelor in public health
nursing in 1937.
➢ Master's in teaching
Natural sciences in 1942.
➢ First director of leob centre
for nursing.
➢ Nursing experience in
clinical, education,
research and supervisor
role.
 Theoretical Assertion

Lydia E Hall believed that patient

outcomes are improved by direct care as
given by the professional nurse. She stood
against the turning over of care when a
patient is stabilized to practical nurses and
argued against the concept of team
nursing. She saw nursing as interacting
with the person, called "the core," the
body, called "the care," and the disease,
called "the cure."
 RN-CARE MODEL

◼ In 1962 In her Loeb center she hired,

“only licensed Nurses”.
◼ Loeb was run by nurses, had all RN staff and medicine served only as
an ancillary service. Hall increased staffing during evening and night
shift and hired no nursing aides. The only auxiliary staff she hired
were called messenger-attendants with a ratio of two RNs to one
messenger and who, “get fired if they ever try to substitute for a
nurse”.
◼ In today world of evidence-based medicine it seems that Lydia Hall’s
theory has vanished from American nursing, with one exception--
Hahnemann Hospital--which in 2012 brought back all-RN care.
 THEORY OVERVIEW
➢ Theory developed in late 1960`s.
➢ Nursing care can be delivered on three interlocking
levels.
➢ Cure = Disease.
➢ Care = Body
➢ Core = Patient.
➢ Defined nursing as care performed by trained nurses.
➢ Care focused on maintaining optimal health and
quality life from birth to end of life.
➢ Care is ongoing matrix of learning and teaching.
3 CIRCLES (3Cs)
 The Care
◼ Nurturing component of care and is exclusive to nursing.
◼ Motherly care and comfort of patient.
◼ Provides teaching and learning activities.
◼ Nurses goal is to give care and comfort to the patient.
◼ Nurses provides bodily care for the patient.
◼ Patient may explore and share feelings with the nurse.
◼ When functioning in the care circle, the nurses apply
knowledge of the natural and biological sciences.
◼ The patient views the nurse as potential comforter, one who
provides care and comfort through the lying of hands.
 The Core
◼ Patient care is based on social sciences.
◼ Involves therapeutic use of self and is shared with
other team members.
◼ By developing interpersonal relationship with the
patient, the nurse is able to help the patient verbally
express feelings regarding the disease process and its
effects.
◼ Patient is able to gain self-identity and further
develop maturity.
◼ Patient is able to make conscious decision.
 The Cure
◼ Cure based on pathological and therapeutic sciences.
◼ Application of medical knowledge by nurses.
◼ Nurse assisting the doctors in performing different
procedures.
◼ Nurse is patient advocate in this circle.
◼ The cure aspect is different from the care circle because
many of nurse's actions changes from a negative quality of
avoidance of pain rather than a positive quality of comfort.
◼ Nurses role changes to positive quality to negative quality.
 Interaction of all three aspects

◼ Emphasis placed on the importance of total

person.
◼ Importance placed on all three aspects
together.
◼ All three aspects interact and changes in size.
 Hall's Nursing Paradigm

◼ Individual

◼ Health

◼ nursing
 INDIVIDUAL
◼ Persons who are more than 16 years old and in
the long-term illness are the focus of Hall's
wok.
◼ Hall emphasizes the importance of an
individual as unique, capable of growth,
learning and requiring a total person approach.
 HEALTH

◼ Inferred to be a state of self-awareness with

conscious selection of behaviors.
◼ Hall stresses the need to help the person
explore the meaning of his or her behavior to
identify and overcome problems through
developing self-identity and maturity.
 NURSING

◼ Identifies and consisting participation in the

care, core and cure aspects of patient care.
◼ Care is the sole function of nurses.
◼ Major purpose of care is to achieve an
interpersonal relationship with the individual.
 Assumptions

◼ The motivation and energy necessary for

healing exist within the patient, rather
than in the health care team.

◼ The three aspects of nursing should not be

viewed as functioning independently but
as interrelated.

◼ The three aspects interact, and the circles

representing them change size, depending
on the patient’s total course of progress.
 Strengths

◼ The use of the terms care, core,

and cure are unique to Hall.

◼ Hall’s work appears to be

completely and simply logical.
 Weakness
◼ Acute stage patients are not included.
◼ Only applicable to adult patients.
◼ Only tool of therapeutic communication is reflection.
◼ Family mentioned only in cure circle.
◼ Only related to those who are ill.
 Application

◼ In Geriatric Nursing.
◼ In Operation Room.
◼ In Critical Care Unit.
◼ In Dialysis Unit
 REFERENCES

◼ http://www.truthaboutnursing.org/press/pioneers/lydi
a_hall.html#ixzz2rezuRHti
◼ http://nursingtheories.info/lydia-eloise-hall-nursing-
theory-care-core-cure-model/
◼ http://nursing-theory.org/theories-and-models/hall-
care-cure-core-theory-of-nursing.php
◼ http://nursingtheories.weebly.com/lydia-e-hall.html