**3. Conclusions**

The healthcare providers behave as they are trained. What is taught in medical and nursing universities is the treatment of diseases based on the biomedical paradigm. This paradigm is knowledge-based and disease-oriented and does not take into account many individual and social factors. Therefore, a large group of factors affecting health is ignored. Neglecting things such as paying attention to individual and non-biological aspects of the disease causes inefficiency of the health system. Teaching these cases can make students be more effective people to maintain and promote health. Changing the viewpoints of nursing education custodians from the concept of "culture" is essential in this regard. It is necessary for nursing and other medical disciplines' students to learn that specialized knowledge does not necessarily outperform empirical knowledge, and treating the disease without knowing the patient's bio-world is just a mirage.

On the other hand, communicative inequality and information imbalance minimizes the possibility for the patient to participate in care procedure. Believing in supposed superiority due to their expertise, the healthcare providers unconsciously choose options that meet their own needs. The guided information neglects the patient's agency. In so doing, participation in treatment as a fundamental cornerstone in cooperation between the patients and curers is replaced by obeying treatment. This elite-oriented perspective contrasts sharply with a humanitarian and democratic process which is a necessity for a patient-curer relationship. In this case, the cure team identifies itself as an elite group with a consistent organization which considers patients as a formless mass being affected; thereby, the cure team feels superior and tends to convey such superiority to patients. In an atmosphere like this, the possibility for the patient to affect the care team is almost trivial or improbable, and this is a threat to the cultural safety of the hospitalized patients.
