APPLICATION OF HALL'S THEORY

Jason, 21-year-old football player is a graduating student in a university. Unfortunately,

while on his way to his game, he was involved in an automobile accident wherein his right arm
and right leg was fractured. Upon assessment, there was a concern about possible internal
injuries, but luckily, there was none after series of routine tests. After 12 hours, the required
surgery has been completed for his right arm and leg. Jason is experiencing pain and with
minimal bleeding but his vital signs are normal. He is now being prepared for physical and
occupational therapy soon after complete healing of the injured areas, to deal with the long
effects of the accident and his recent immobility. Three days post-operatively, Jason's vital signs
are within the baseline, however, he is complaining of being "so tired" during body
strengthening exercises. He is also worried if he still can perform well when he goes back to
school and his football team. He is concerned that it is possible for him not to graduate this
school year.

Assessment

Jason has right leg and right arm fracture because of the involvement of automobile accident.
He is also complaining of being “so tired” during body strengthening exercises. He is concern
that it is possible for him not to graduate this school year.

Diagnosis (at least three)

 The patient has bone fracture (Right arm and right leg)
 He is suffering anxiety due to his concern that it is possible for him not to graduate this
school year.


Implementation (at least 5 on each component)

CARE

CORE

CURE
1. Culture Care Preservation for Maintenance
 As a nurse, I should encourage the patient to participate their rituals or their
spiritual beliefs.
 As a nurse, I should incorporate to the parents and his grandmother in
praying for the soul of Julius to strengthen the hope of his family.


2. Cultural Care Accommodation and Negotiation

 The aim was to give the consumer, a better understanding of the possible
symptoms of the lung cancer.
 I should educate them, if they have a family member who uses cigarette to
quit and have precaution on what happened to Julius.
 I’ll talk to the grandmother of the patient that she needs to lessen her
obsession of their beliefs to lessen her anxiety.

3. Cultural Care Repatterning

 I should comfort the family with the use of god's word of wisdom in order to
easily accept the death of Julius.

 THEORY OF COMMUNICATION IN DEAF-MUTE PEOPLE

BACKGROUND OF THE THEORY

 Communication is vital for deaf individuals. Nevertheless, communication and language
barriers have been recognized as the indubitable underlying causes of the gap in health
knowledge among the deaf community. Communication barriers, lack of education, and
limited access to deaf-tailored health information are significant contributors to poor
health among the deaf.
 Due to a lack of deaf-specific health information sources and limited access to mass media
and healthcare messaging due to communication and language problems, deaf people are
unaware of the illness process and lack health awareness. As a result, they have a limited
understanding of medical issues and disease symptoms. Hence, it's critical to figure out how
deaf people can get health information.

BASIC ASSUMPTION OF THE THEORY

The Deaf community is not a monolithic entity; it is composed of several distinct groups, as
listed below.

1. Hard-of-hearing people: they are neither fully deaf nor fully hearing, also
known as culturally marginal people. They can obtain some useful linguistic
information from speech.
2. Culturally deaf people: they might belong to deaf families and use sign
language as the primary source of communication. Their voice (speech clarity)
may be disrupted.
3. Congenital or prelingual deaf people: they are deaf by birth or become deaf
before they learn to talk and are not affiliated with Deaf culture. They might or
might not use sign language-based communication.
4. Orally educated or post lingual deaf people: they have been deafened in
their childhood but developed the speaking skills.
5. Late-deafened adults: they have had the opportunity to adjust their
communication techniques as their progressive hearing losses.
These are the groups of deaf-mute people that may encounter in the healthcare
settings.
BASIC CONCEPTS OF THE THEORY
HOW WOULD YOU COMMUNICATE TO DEAF-MUTE PEOPLE?
 The new education system should be added the FILIPINO SIGN LANGUAGE
(FSL) and AMERICAN SIGN LANGUAGE (ASL) in nursing education. A nurse
should have a knowledge or capability in understanding sign language to
promote a better health care for those people who have disabilities in hearing
(deaf people).

PURPOSE OF THE THEORY