Step 2: design
hand and face gestures, death, pain
CHRONIC DISEASE
During the design stage, the learning modules, content, and educational strategies for the mobile application were determined. The educational content was developed following a review of the literature [To ensure the quality and accuracy of the module contents, validation was conducted by three faculty members from the Razi School of Nursing and Midwifery. The cultural care training curriculum was thoroughly reviewed and revised based on their feedback (Table Themes covered in the training curriculum- Culture, cultural diversity, and components of cultural diversityCultural competence and cultural careAn overview of Purnell's cultural competence model and the 12 domains of the cultural competence modelAssessment of patients from different cultural backgroundsPlanning for cultural nursing care- Culture and heritageConcepts related to the country of origin, current residence, economics, political scienceReasons for migration, and educational and professional statusAssessing the client according to this field-The domain of communicationCultural communication patternsVerbal and non-verbal interactions (eye contact, facial expression, and touch)The use of language, dialect, use of hand and face gestures in addition to oral speech, which are distinct in each cultural groupThe use of an interpreterAssessing the client according to this field- Views related to the head of the household, gender roles, goals, and priorities,Duties and roles of the familyThe roles of children, adolescents, older people, and the extended familySocial position, alternative lifestylesAssessing the client according to this field- Cultural acceptance, independence, and the presence of language barriers)Assessing the client according to this field- Observable differences according to ethnic and racial origin such as skin color and other physical, biological, and physiological changes among racial and ethnic groupsAssessing the client according to this field- High-risk behaviors (including the use of tobacco, alcohol, or dangerous drugs, smoking, sexual relations, high-fat diets, and physical inactivity)Physical activities and safety levels or precautionsAssessing the client according to this field- Having enough food, the value of foodCommon foods and customsFood restrictions and nutritional deficienciesThe use of food to promote health and prevent diseasesAssessing the client according to this field- Fertility practices, views, and beliefs regarding childbearing, birth, and postpartum pregnanciesForbidden reproductive functions, child custody, parenting, prescriptive practicesFood recommendations, restrictions, and taboosAssessing the client according to this field- Mourning ceremonyPerceptions of death, acceptance of death, death ceremonyFunctions and views on death and mourning, and beliefs about life after deathAssessing the client according to this field- Spirituality and religious practices, use of prayer, individual strengthMeaning of life and the relationship between spirituality and healthcare functionsAssessing the client according to this field- Common traditional practices (e.g., complementary and alternative medicine), self-healing practices, magical religious beliefs, responsibility for cultural barriers to healthcare, cultural responses to health and illnessResponse to pain, treatment and rehabilitation, chronic disease, mental health measures, blood transfusion, and organ donationAssessing the client according to this field-Practices of healthcare providersTraditional care versus biomedical careThe status of healthcare providers (for example, their expertise and qualifications, their willingness to work in a multicultural society, their ethnic and racial status, and their gender),The role of traditional religious care providers, folk, and sorcerers and their impact on health providers)Assessing the client according to this field-The definition of cultural humilityThe basics of cultural humilityThe rainbow model of cultural humility