Cultural Sensitivity Research Articles

Development of Digital Health Gender and Sexual Health Literacy scale

Abstract Introduction Health literacy, as the ability to obtain, process and understand health information, including gender and sexuality awareness, appears to be underdeveloped in terms of measurement tools and thematic materials. The literature indicates the existence of serious deficits in gender and sexual health literacy at all levels, with implications for relationships with citizens and patients. Methods Delphi study agreement was conducted and a pool of potential scale items was generated, reflecting a range of skills and abilities within each domain. Items were carefully worded to ensure clarity, cultural sensitivity and relevance to different gender identities and sexual orientations. Expert review and cognitive pre-testing were employed to refine item wording, assess content validity, and ensure that the 10-item scale was comprehensible and relevant to the target population. Results The theoretical development of the 10-item Digital Health Gender and Sexual Health Literacy Scale was successfully completed. The scale items were designed to provide a comprehensive measure of an individual’s ability to navigate the digital landscape for gender and sexual health information. Conclusions The theoretical validation of the Digital Health Gender and Sexual Health Literacy Scale (DiGeSHeL) provides the community with a promising tool to assess individuals’ confidence and ability to use digital technologies for sexual health information and resources. However, further research is needed to validate the scale and test its reliability with a diverse group of participants. Once validated, this scale could be a valuable tool for sexual health promotion programmes to identify gaps and evaluate the impact of digital literacy interventions. Key messages • Gender and sexual literacy are crucial for health. • Health literacy as six vital sign.

Digital Health Literacy Enhancement Strategies Across Diverse Groups: A Scoping Review

Abstract Background The COVID-19 pandemic has accelerated the use of digital health technologies. Digital health literacy (DHL) is essential for effectively understanding and applying electronic health information. However, unequal access and use of these technologies require interventions to improve DHL for fair healthcare access. Objectives This scoping review aimed to identify strategies to enhance DHL in patients and the general population. Methods The review used the Joanna Briggs Institute Scoping Review Methodology and PRISMA-ScR guidelines. Eligibility criteria included a wide population, interventions aimed at improving DHL, with no restrictions on outcomes. The search strategy included electronic databases (MEDLINE, PsycINFO, Web of Science), and AI-based software, AS Review, was used for screening. Results The review found 5149 articles, 44 met the eligibility criteria. Studies focused on different demographic groups and health conditions. Most interventions were in North America and Europe. The study designs varied. Interventions via mobile apps, online platforms, and in-person sessions aimed at various conditions yielded positive results, including increases in DHL, self-management skills, and health-related behaviors. These interventions involved either independent interventions that focused on DHL or integrated interventions that were part of another intervention that aimed at a health outcome and had an element of DHL enhancement. Conclusions The review highlights the importance of DHL in informed decision-making and navigating digital health environments. While many interventions had positive outcomes, methodological limitations challenge the findings, emphasizing the need for more rigorous study designs. Future research should address sustainability, scalability, and the impact of DHL on health disparities, considering cultural sensitivity when developing interventions. Key messages • Scoping review identifies strategies to enhance Digital Health Literacy (DHL), crucial for effective use of health technology. • Despite positive outcomes, methodological limitations exist. Future research should focus on sustainability and scalability.

Co-creating stigma-prevention strategies for mental health interventions with migrant populations

Abstract Background The ADVANCE project aims to address mental health disparities among people in a situation of vulnerability in Europe. Through a co-creation approach, workshops were conducted to devise stigma prevention strategies during the implementation of mental health promotion interventions for migrant populations in Italy and Denmark. Methods The methodology involved two rounds of scenario-based workshops, a participatory method that elicit expert opinions to solve local problems and anticipate future ones. Round 1 included two separate workshops with (1) end-users and umbrella organizations, and (2) healthcare practitioners and decision-makers, to ensure diverse perspectives and minimize the impact of power imbalances. Participants brainstormed strategies to minimize stigma and optimize the intervention scenario. In Round 2, a mixed-group workshop was held to refine the strategies. Workshops occurred in Copenhagen and Verona in March 2024. Content analysis of the data was carried out. Results In Denmark, discussions emphasized tailored presentation of the intervention promoting shared experiences and normalizing mental health challenges, language sensitivity, participation through self-identification, and attention to relational aspects in intervention delivery to combat stigma effectively and enhance acceptability and engagement with the intervention. In Italy, proposed strategies included group exercises to raise awareness and promote open dialogue about cultural differences, language barriers, and discrimination. Discussions also considered the intersectionality of stigma, including factors like gender, socioeconomic status, and sexual orientation. Common themes included language sensitivity, facilitator training, and inclusive and safe spaces. Conclusions Scenario-based workshops can be a valuable tool to facilitate the co-creation of stigma-prevention strategies while involving all stakeholders in promoting effective mental health interventions. Key messages • Co-creation approach fostered stakeholder collaboration, yielding tailored strategies that promote inclusivity, acceptability and engagement with mental health interventions for migrant populations. • Context-specific approaches that emphasize trust, confidentiality and cultural sensitivity were prioritised to tackle stigma when implementing interventions and promoting mental health equity.

Vaccine literacy and cultural competence training of Professional FOR health to improve the vaccination offer

Abstract Background It is essential that healthcare institutions have a high level of organizational vaccine literacy so that they can support Newly Arrived Migrants (NAM) to navigate, understand and make informed decisions on vaccinations in an effort to make uptake equitable. Developing training material for Professional-FOR-health (PfH) working with NAM, i.e. health and non-health workers, can improve the vaccination offer for NAM. Objectives A holistic training framework for PfH was designed to increase capacity building skills and cultural sensitivity of the healthcare system in promoting active immunization of NAMs. The blended training should cover four topics: “Vaccine Literacy”, “Cultural awareness/migrant sensitivity”, “Health promotion tools with community-based approach” and “Entitlement to vaccination for NAMs/NAMs profile”. As learners cannot be seen as mere recipients of notions, their needs, motivations, and experiences should be put right at the center of the training process. Therefore, a training guide and materials were shared to Consortium Countries to be adapted and implemented in their context. Training sessions were conducted in the summer of 2023. Results A total of 180 participants showed an average increase of 8.2% in correct answers from pre- to post-raining. Notably, 112 participants experienced more than a 10% increase in correct answers. Significant increases were observed across all topics, particularly in Vaccine Literacy (A1) and NAM Profile (A4), with increases of 52% and 74%. The training was evaluated positively with an overall index of 4.2 out of 5. All items analyzed from the satisfaction questionnaire yielded positive evaluations, with an average rating of 4 out of 5. Conclusions The evaluation underscores the effectiveness of training in meeting educational needs of participants. This type of training can be the groundwork for the changes needed to make the NAMs vaccination process more guaranteed and inclusive.

Empowering Professionals For Health to promote Newly Arrived Migrant vaccination uptake

Abstract Issue/Problem The imperative task of making access to vaccinations equitable and guaranteed for Newly Arrived Migrants (NAM) in Europe not only highlights a public health challenge but also offers a chance to tackle barriers within health systems. NAMs frequently encounter hurdles in accessing healthcare services, with vaccinations often ranking lower on their list of health priorities. The AcToVax4NAM project developed and implemented tailored interventions for Professionals FOR Health (PFH) working with NAMs in 8 EU countries. Description of the problem NAM often overlook vaccinations due to more immediate concerns, and health systems lack a comprehensive approach to vaccinations. Thus, piloted interventions were developed in consortium countries, working with PFH to tackle vaccination barriers. Over 3 months, each country implemented context-specific interventions to enhance health systems’ responsiveness using culturally appropriate tools. Key objectives included developing procedures, improving PFH cultural sensitivity communication skills, and assessing NAM vaccination intentions. Results Initial findings vary depending on the country’s context but generally show notable enhancements in PFH cultural competencies and increased willingness among NAM to get vaccinated. The pilots underscored the importance of tailoring strategies to specific contexts and fostering collaboration among stakeholders for a successful intervention. Lessons The results highlight the pivotal role of tailored interventions in addressing vaccination disparities among NAM. As PFH working with diverse populations, their role in implementing similar training programs in other settings facing similar challenges is invaluable to achieving equitable vaccination processes. Recommendations encompassing the lessons learned and challenges encountered throughout the pilot implementation will further facilitate the dissemination of this knowledge amongst relevant stakeholders.

K-Pop Idol Controversies: Malaysian Tweets and the Emotive Language of Cultural Appropriation

This study aims to analyze the use of emotive language in Malaysian tweets reacting to the cultural appropriation by K-Pop idols. As K-Pop grows globally, cultural sensitivity within the industry becomes crucial. Twitter serves as a key platform for idols to engage with fans, and Malaysia's cultural values shape how user express emotions, particularly in response to cultural appropriation by idols from more homogeneous societies. A qualitative content analysis was employed, examining 20 tweets from Malaysian users to explore emotive language and its connection to cultural values. The analysis followed the framework by Martin and White (2005), revealing that all tweets expressed negative emotions in response to appropriation. Additionally, Hofstede’s cultural dimensions were applied to understand how Malaysian cultural values influence the use of emotive language. The findings suggest that strong cultural pride and sensitivity play significant roles in shaping these reactions. This study aims to reduce incidents of cultural appropriation by enhancing cultural awareness among K-Pop idols and the industry. Furthermore, it contributes to the broader discourse on the intersection of cultural values and emotive language in addressing issues of appropriation within global entertainment cultures like K-Pop.

Improving sense of school belonging in Indian schools: Student perspectives

AbstractStudents’ sense of school belonging is associated with healthier psychological functioning and improved academic outcomes. Currently, most research on school belonging has been conducted in the United States, United Kingdom, Australia, and New Zealand, resulting in school belonging practices and interventions largely biased towards Western school systems and cultures. This study sought to identify Indian students' perceptions of teacher‐level and school‐level factors that could contribute to a sense of school belonging. Open‐ended survey questions were used to qualitatively explore how teacher‐ and school‐level practices contributed to the school belonging of 93 Indian students aged 12–19. Data analysis followed manifest content analysis, identifying themes within teacher‐level and school‐level domains of enquiry. Results reveal valuable insights into factors influencing school belonging from the students’ perspective. These findings can inform the development of targeted interventions to support Indian students in rebuilding their sense of school belonging, improving their wellbeing, and enhancing their academic success. The research also contributes to a broader understanding of school belonging practices and their cultural sensitivity, benefiting educators, policymakers, and researchers worldwide.

Language Development Opportunities in Curricular and Trade Books: A Content Analysis

ABSTRACTThis content analysis explored children's fictional storybooks and informational science books to determine their differences in high‐quality text features that support oral language (OL) development. We also explored the opportunities for OL development in curricular books compared to trade books. Using systematic coding procedures, we evaluated the genre, vocabulary, syntactic variety, supportive visuals and cultural sensitivity in books from three kindergarten and Grade 1 reading curricula (n = 521) as well as a sample of commercially‐available trade books (n = 48). Descriptive information was averaged to determine the percentage of high‐quality text features included in each book type and genre. Results indicated that informational science trade books offered more opportunities for rich language experiences than their curricular counterparts or any of the fictional books. Thus, there is reason to believe that informational science trade books with high‐quality text features may promote OL development and enhance the learning of young students.

Response to: ‘We must not overlook readiness, autonomy and cultural sensitivity in patient-centred bedside teaching’

Response to: ‘We must not overlook readiness, autonomy and cultural sensitivity in patient-centred bedside teaching’

Ethical issues after the earthquake in Turkey: A qualitative study on nurses' perspectives.

After natural disasters, the urgent need for survival and rescue operations for those trapped in the rubble results in a heightened demand for healthcare services. Nurses are pivotal in addressing the consequences of such calamities. Nurses operating in critical conditions encounter numerous challenges, including safety issues and ethical quandaries. The ethical considerations primarily revolve around the limitations, duties, and modified norms of care administered by nurses during disasters, presenting both significant and complex challenges. The study was designed to elucidate the nature and essence of nurses' care experiences and to offer an in-depth depiction of the ethical dilemmas while attending to individuals injured in the earthquake. A descriptive phenomenological design was used in this research. A total of 16 nurses who worked for at least 7 days in field hospitals in any of the earthquake regions after the 2023 earthquake in Turkey participated in the research. The research was conducted between March 13 and March 20, 2023. Data were collected by face-to-face interview method with a semistructured form. The steps of Colaizzi's phenomenological method were used to analyze the qualitative data. The study involved a group of 16 Turkish nurses, aged between 20 and 36 years. Through data analysis, four primary themes, 14 subthemes, and 25 codes were identified. The principal themes derived from the interviews included "humanitarian duties," "non-adherence to ethical principles," "respect for the injured," and "medical errors." In this intricate process, it becomes paramount to enhance support for nurses in the domains of management, education, and psychosocial assistance, thereby nurturing their individual and professional acumen, commitment, and ethical sensitivity. Refining the guidelines and professional standards that encapsulate the principles to be adhered to by nurses in disaster scenarios, coupled with providing comprehensive training in both medical and ethical competencies, represents a significant avenue for advancement. Focused training on crisis management will enable nurses to render ethically informed decisions and bolster their professional proficiency. Natural disasters, including earthquakes, pose significant ethical challenges for healthcare professionals, especially nurses who play a pivotal role in delivering care during these emergencies. Issues such as resource allocation and triage, the duty of care and ensuring continuity of care, informed consent and communication, cultural sensitivity, and providing psychosocial support are critical ethical considerations for nursing policies in earthquake situations. Addressing these ethical issues in nursing policies related to earthquakes is crucial for maintaining the integrity of healthcare delivery, preserving public trust, and ensuring the well-being of both the injured and healthcare providers during times of crisis.

A Case Study of a Chinese English Language Learner: Effective English Language Learning Through Interaction

Abstract: This article examines the English learning process of Mei, a 20-year-old Chinese university student, using both quantitative and qualitative analysis methods. Qualitatively, semi-structured interviews and natural observations explored Mei's learning experiences and social language use. Quantitatively, her English proficiency was assessed through CEFR-standard language assessment tests. The study found that: 1) Mei demonstrated high cultural and linguistic sensitivity in social English, effectively using slang and humor; 2) While her vocabulary and syntax skills were sufficient for daily and academic conversations, her vocabulary depth was lacking in complex contexts, potentially due to native language interference. These findings have significant implications for second language acquisition teaching, highlighting the importance of cultural knowledge and suggesting personalized teaching methods to enhance learners' language communication and cultural understanding.

Body, belief, and postpartum recovery: perceptions of exercise, body image, and postpartum wellbeing amongst ultra-Orthodox women

ABSTRACT Exercise during the postpartum period positively influences mothers’ mental health, including body image, which is critical for a successful postpartum experience. Ultra-Orthodox women, subject to strict religious laws governing their bodies, strongly adhere to the commandment to procreate, resulting in a higher birth rate compared to the general population. These unique characteristics may find expression in the way religion shapes their postpartum body image and exercise experience. This study aims to explore these elements, addressing the scarcity of research on this population, to better understand unique cultural sensitivities during this critical period of mothers’ health. Semi-structured interviews with ultra-Orthodox postpartum women following 12 weeks of exercise, revealed: (1) The perception of the body among postpartum ultra-Orthodox women, including the body (1.1) perceived as a means, not a goal, (1.2) disrupted by pregnancy, and (1.3) healing through exercise. The second theme found (2) Exercise raises cultural conflicts, and participants (2.1) provided justification for exercise and (2.2) hiding participation. The discussion focuses on the interplay between religious beliefs, the postpartum female body, and internal conflicts arising in relation to the postpartum exercise experience. This qualitative study highlights the ways that these cultural nuances may advance or hinder postpartum wellbeing of ultra-Orthodox women.

Ethics of Translation and Journalism: Truth, Accuracy and Cultural Sensitivity in Media Communication

There is a growing inclination towards the hybrid fields of translation studies and journalism practices as a space where journalism and translation coexist, or as a hybrid arena of textual production through translation. Because of the significant influence of media, journalistic translation has been viewed as a subfield research of translation studies. This is reflected in the use of terms such as transediting (i.e. translation and editing), news translation, journalistic translation and journalistic translation research, and journalator (i.e. journalist-translator). This perception can be understood in the broader context of how translation studies, several decades after its formal establishment in the second half of the 20th century, opened up to interdisciplinary research studies, and of the attempts to extend this scope to include contemporary media and communication studies by integrating the unique aspects of translating and utilizing proper methodologies. The application of this interdisciplinary framework requires ethical commitments covering journalism and translation professional frameworks.

Lived experiences of women with uterine rupture who were managed at Nekemte specialized hospital: a qualitative study

BackgroundUterine rupture is a rare but severe obstetric complication that poses significant risks to maternal and fetal health. Understanding the lived experiences of individuals who have undergone uterine rupture is crucial for improving care and support for those affected by this condition. This qualitative phenomenological study aimed to explore the experiences of individuals who have experienced uterine rupture.MethodThe study employed a qualitative phenomenological approach, conducting 12 in-depth interviews and four key informant interviews with individuals who had experienced uterine rupture. Data analysis was conducted thematically using Atlas ti software to identify patterns and themes within the participants’ narratives.ResultsThe analysis of the interviews highlighted six key themes: experience during diagnosis and initial symptoms, perceived predisposing factors of uterine rupture, challenges faced by individuals with uterine rupture, impacts on their lives, and coping and resilience strategies. The findings revealed that women often failed to recognise the initial symptoms of uterine rupture due to a lack of preparation, a preference for home deliveries, husband refusal, and a general lack of awareness. This delay in seeking care resulted in severe consequences, including the loss of their babies, infertility, fistula, psychological trauma, and disruptions to daily life and relationships. To cope, many women resorted to accepting their situation, isolating themselves, and using traditional healing techniques.ConclusionsThis study’s findings provide valuable insights into the complex and multifaceted nature of uterine rupture, shedding light on the experiences of those affected by this condition. To address the challenges, it is essential to enhance awareness and education through community education programs and comprehensive antenatal classes. Additionally, improving access to healthcare by strengthening health infrastructure and deploying mobile health clinics can ensure better prenatal care. Furthermore, encouraging hospital deliveries through incentives and the support of community health workers can reduce risks. Providing psychological counselling and establishing support groups can help affected women cope with the consequences. Moreover, engaging men in maternal health through educational programs and involving them in antenatal care can foster better support. Finally, promoting safe traditional practices by integrating traditional healers and respecting cultural sensitivities can increase acceptance and adherence.

Barriers and facilitators to culturally sensitive care in general practice: a reflexive thematic analysis

BackgroundThis study investigated the perceived barriers and potential facilitators for culturally sensitive care among general practitioners in Flanders. Understanding these dynamics is crucial for improving healthcare quality and equity.MethodologyTwenty-one in-depth interviews were conducted with Flemish GPs. Braun and Clarke’s reflexive thematic analysis was employed to develop and interpret themes that elucidate shared underlying meanings and capture the nuanced challenges and strategies related to cultural sensitivity in healthcare.ResultsTwo core themes were generated: GPs’ uncertainty and opposition. These themes manifest in emotional responses such as frustration, miscomprehension, and feelings of helplessness, influencing relational outcomes marked by patient disconnect and reduced motivation for cultural sensitivity. The barriers identified are exacerbated by resource scarcity and limited intercultural contact. Conversely, facilitators include structural elements like interpreters and individual strategies such as engagement, aimed at enhancing GPs’ confidence in culturally diverse encounters. A meta-theme of perceived lack of control underscores the challenges, particularly regarding language barriers and resource constraints, highlighting the critical role of GPs’ empowerment through enhanced intercultural communication skills.ConclusionAddressing GPs’ uncertainties and oppositions can mitigate related issues, thereby promoting comprehensive culturally sensitive care. Essential strategies include continuous education and policy reforms to dismantle structural barriers. Moreover, incentivizing culturally sensitive care through quality care financial incentives could bolster GP motivation. These insights are pivotal for stakeholders—practitioners, policymakers, and educators—committed to advancing culturally sensitive healthcare practices and, ultimately, for fostering more equitable care provision.

The Adoption of Artificial Intelligence Technologies in Arab Newsrooms: Potentials and Challenges

Arab newsrooms and journalists are still attempting to process how to benefit from using artificial intelligence (AI) in their daily news production. Many have started experimenting with generative AI. However, in countries with strong economies, or in newsrooms funded by strong economies like in the UAE, Saudi Arabia, and Qatar, news organizations have endorsed AI technologies beyond ChatGPT and similar tools. The majority of Arab journalists, however, are yet to understand what is meant by AI. Very few news organizations in the region have strategically approached the question of AI. Arab newsrooms need to examine when and why they need to use AI technologies, whether they have the infrastructure or can afford the resources. Implementing AI in Arab newsrooms presents an additional set of challenges, including language complexities, cultural sensitivities, potential biases in algorithms, and the need for tailored solutions that resonate with local audiences. The ethical implications present its own set of challenges. ChatGPT has proven to generate inaccurate data in Arabic. Resources are to be put in place to ensure the model is trained on a diverse and comprehensive dataset of Arabic text. Implementing bias detection and mitigation techniques to ensure the models are free from biases and offensive content is crucial. Newsrooms operating in authoritarian regimes have to be aware of governments' attempts to use generative AI to whitewash and promote state-centered actions and policies. Maintaining editorial integrity remains an important consideration.

Principles of Teachers’ Multicultural Competences Development in the Art Cycle Disciplines

Multicultural competencies in education refer to the knowledge, skills, and attitudes that enable teachers to effectively engage with students from diverse cultural backgrounds. In the context of art cycle disciplines, these competencies are particularly significant because art, in its various forms, is a powerful medium for expressing cultural identities, values, and traditions. Educators with strong multicultural competencies can help students appreciate and understand the rich tapestry of global cultures, fostering respect and empathy in the classroom. The article aims to determine the methodological principles of the development of multicultural competencies of teachers in the disciplines of the art cycle, how to develop multicultural competencies for students in the modern world, and prepare them for practical activities in the future. The methodology involves a systematic approach, which provides: a comprehensive literature review, defining research questions and hypotheses; outlines the general strategy of the research; an in-depth analysis of individual practices of developing the multicultural competence for teachers in the disciplines of the art cycle oriented to international/global projects such as "One Belt, One Road"; selection of successful practices for imitation and adoption (implementation); data analysis; conclusions and recommendations. Results. Art cycle disciplines explore the role of culture in personality development, emphasising the need for the constant development of students’ worldviews and the search for methods to prepare for multicultural competence development. By prioritising students’ perspectives and taking into account changes in the cultural environment, teachers can develop cultural sensitivity, a cornerstone of multicultural competencies. Conclusions. International experience and individual practices show that the following activities can be very effective: in-service workshops and professional development seminars specifically focused on multicultural education; creating learning communities where teachers and stakeholders (potential employers) can share their experiences, resources and strategies; encouraging teachers to use interdisciplinary approaches; participation in cultural immersion programs can significantly improve teachers’ understanding of different cultures; encouraging teachers to reflective practice and self-assessment; methodical support for curriculum development, which includes various cultural perspectives, etc.

The Concept of Flexible Learning for Teaching Art Disciplines in Elementary Schools for National Minorities in modern PR China

The concept of flexible learning is increasingly important in contemporary education systems, particularly for teaching art and aesthetic disciplines. In China, this approach is especially relevant in schools serving national minorities, where diverse cultural and linguistic backgrounds necessitate a more adaptable and inclusive educational framework. This article aims to explore the implementation of flexible learning for teaching art and aesthetic disciplines in modern elementary schools in China, focusing on the experiences and strategies used to organise the educational process for representatives of national minorities. When writing the article, the methods typical for researching papers in the field of general education and pedagogical comparative studies were used, in particular: literature review, case studies, document analysis, comparative analysis, observation. The article results. Flexible learning refers to educational approaches that provide students with choices regarding how, what, when, and where they learn. It emphasises adaptability to individual learning needs, preferences, and cultural contexts. Implementing flexible learning in art and aesthetic disciplines involves several strategies to accommodate the unique needs of national minority students (such as cultural and artistic integration, use of technology, community involvement and flexible learning environments) and is widely used in PR China in regions with significant populations of national minorities, providing valuable results. However, implementing flexible learning for art and aesthetic disciplines in schools for national minorities comes with challenges, including resource limitations and the need for special programs of teacher training activities including cultural sensitivity, which are the point of constant attention of the Chinese government. The study concludes that the implementation of flexible learning for teaching art and aesthetic disciplines in modern elementary schools in China, particularly for national minorities, demonstrates a commitment to inclusivity and adaptability in education. By integrating bilingual education, technology, community involvement, and flexible learning environments, these schools can provide a more personalised and culturally relevant education for their students. Despite the challenges, the benefits of this approach are significant and include promoting cultural preservation, artistic expression, and social cohesion.

Exploring linguistic and cultural barriers in literary translation: an analysis of undergraduate students' strategies and challenges in translating Albanian texts into English

Purpose: Investigate the challenges undergraduate students face when translating Albanian literary texts into English, focusing on the cultural and linguistic considerations that impact the translation process and the concept of translation loss. Methodology: Qualitative analysis of the translation methods used by non-English-speaking students, examining the types of cultural loss, challenges, and solutions encountered. Data were collected by studying translated excerpts from the Albanian literary work "Prilli i Thyer" (Broken April), with attention to the strategies employed by students to address translation challenges. Findings: Students predominantly used literal translation, resulting in implicit, modified, and complete cultural losses. Key challenges included translating Albanian cultural words, idiomatic expressions, and grammatical differences. Despite these challenges, students demonstrated proficiency and versatility in literary translation, employing strategies such as adaptation, direct translation, borrowing, and omission. Implications: The findings highlight the need for enhanced cultural competence and linguistic skills in translation education. Recommendations include using Albanian-Albanian dictionaries and a deeper engagement with Albanian culture to improve translation accuracy and reduce cultural loss. Recommendations: Students should be encouraged to develop a comprehensive understanding of the source culture and to utilize creative translation solutions. Peer collaboration and feedback are also recommended to refine translation skills and strategies. Conclusion: This research contributes to the field of translation studies by shedding light on the intricacies of translating Albanian literature into English. It underscores the importance of cultural sensitivity and linguistic proficiency in producing accurate and culturally resonant translations, ultimately fostering a more interconnected and diverse literary world

A Culturally Sensitive Mobile App (DiaFriend) to Improve Self-Care in Patients With Type 2 Diabetes: Development Study.

Mobile apps designed with cultural sensitivity have demonstrated higher user acceptability and greater effectiveness in enhancing self-care skills. However, a significant gap exists in developing such apps for specific populations, such as Portuguese Americans living in southern Massachusetts, home to the second-largest Portuguese community in the United States. This group possesses unique cultural traditions, particularly in dietary practices, including a tendency toward high carbohydrate intake. Tailoring diabetes self-care apps to address these specific cultural requirements could substantially improve diabetes management within this population. The aim of this app development project was to develop a prototype diabetes management app for Portuguese Americans with type 2 diabetes mellitus using the design thinking methodology, incorporating user-centered design principles and cultural sensitivity. This paper describes the phase-2 results, focusing on app design and development. Phase 2 of this app development project adhered to the design thinking methodology delineated by the Hasso Plattner Institute of Design at Stanford University, focusing on 2 critical steps: ideation and prototyping. This phase started in March 2022 and continued until April 2024. The project was driven by a multidisciplinary team consisting of 2 nurse educators; an app development specialist; and 2 graduate research assistants from the university's Computer and Information Sciences Department, both well-versed in mobile app development. Data collected during phase 1, which will be published separately, informed the app design and development process. The prototype of the DiaFriend app (version 1) was designed and developed. The app comprises five features: (1) blood glucose monitoring, (2) weight tracking, (3) carbohydrate tracking, (4) exercise log, and (5) medication reminder. The carbohydrate tracking feature was explicitly tailored to correspond to Portuguese food culture. This paper presents the front-end interface flowchart, demonstrating how the user navigates through each screen. It also discusses the challenges faced during the backend development, such as data not being able to be stored and retrieved. The DiaFriend app (version 1) distinguishes itself from conventional diabetes self-care apps through its emphasis on cultural sensitivity. The development of this app underscores the importance of cultural considerations in health informatics. It establishes a foundation for future research in developing and evaluating culturally sensitive mobile health apps. The adaptation of such technologies has the potential to enhance self-care practices among Portuguese Americans with type 2 diabetes mellitus, with improved glycated hemoglobin levels as a potential outcome. The last step of the design thinking methodology, testing the app, will be conducted in phase 3 and the results will be published elsewhere.