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Opioid Crisis: Theoretical Framework Proposal


Opioid Crisis in the United States: Overview

The fact that an increasingly large number of patients undergoing opioid treatment are developing or have already developed a dependency on the drugs that are administered to them is undeniable (Kaplan, 2016). Defined as the opioid crisis, it is becoming a reason for a major concern in the United States (Kaplan, 2016). According to the recent statistical data provided by the American Society of Addiction Medicine (2016), at least 10% of Americans over 12 had an opioid addiction in 2015. Exploring the effects of using patient education combined with a change in the process of administering drugs will require the application of a framework comprised of cognitive therapy based on the constructivist and humanist theories of learning. The specified strategy will allow both changing the attitude toward drug intake among patients and the idea of managing the target population’s needs among nurses.

Cognitive Approach

The significance of using the approach rooted in cognitive therapy is justified by the fact that the process of educating both nurses and patients must be the primary focus of the program. Although changing the dose prescribed to patients is also an essential step in managing the issue, it will be impossible without a conscious attempt at changing the situation made by a patient, as well as the recognition of the necessity to build a dialogue with the patient acknowledged by a nurse (Costello, Thompson, Aurelien, & Luc, 2016). Herein the significance of the cognitive therapy framework lies. By definition, it implies that an individual engages in the active observation of accepted practices and behaviors, thus, developing the required attitudes and skills (Manworren & Gilson, 2015). The strategy in question is especially efficient when implementing a learning program for nurses (Freedland, Carney, Rich, Steinmeyer, & Rubin, 2015).

Humanist Approach

The humanist theory, in turn, will provide patients with the agency that they need to handle the development of drug dependence successfully. Indeed, according to the primary tenets of the specified framework, it is essential to encourage the independence of the target population to promote the necessary changes and increase the speed and efficacy of knowledge acquisition by patients (Souza, Mesquita, Antoniolli, Lyra, & Silva, 2015). The specified framework is especially important in the management of the opioid crisis seeing that it will allow patients to recognize the problem and fight their addiction willingly. Indeed, according to the primary tenets of the humanist framework, the process of constructing meaning is the essential step toward developing an understanding of a specific issue and acquiring the skills and habits that will allow patients to control the process of recovery, thus, contributing to it significantly. By applying the identified approach toward exploring the effects of patient education, one will be able to determine the possibility of introducing the principle of self-actualization into the process of patient education. Consequently, the patients’ agency in handling the issue of opioid dependence can be measured successfully. As a result, the foundation for building the management framework based on active learning and the enhancement of the communication process between a nurse and a patient becomes a possibility.

Conclusion

In addressing the opioid crisis, the introduction of patients to the concept of independence and enhancing a patient-centered approach as a nursing framework is crucial. Thus, the premise for an in-depth analysis will be created. The application of the identified theoretical frameworks will serve as the means of gaining a deeper insight into the way in which the suggested management techniques will work.

References

American Society of Addiction Medicine. (2016). Web.

Costello, M., Thompson, S., Aurelien, J., & Luc, T. (2016). Patient opioid education: Research shows nurses’ knowledge of opioids makes a difference. MEDSURG Nursing, 25(5), 307-312.

Freedland, K. E., Carney, R. M., Rich, M. W., Steinmeyer, B. C., & Rubin, E. H. (2015). Cognitive behavior therapy for depression and self-care in heart failure patients: a randomized clinical trial. JAMA Internal Medicine, 175(11), 1773-1782. Web.

Kaplan, L. (2016). Advocate for NPs to be part of the solution to the opioid epidemic. The Nurse Practitioner, 41(8), 20.

Manworren, R. C. B., & Gilson, A. M. (2015). Nurses’ role in preventing prescription opioid diversion. The American Journal of Nursing, 115(8), 34-40.

Souza, W. M. D., Mesquita, A. R., Antoniolli, A. R., Lyra Junior, D. P. D., & Silva, W. B. D. (2015). Teaching in pharmaceutical care: A systematic review. African Journal of Pharmacy and Pharmacology, 9(10), 333-346. Web.

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IvyPanda. "Opioid Crisis: Theoretical Framework." November 26, 2020. https://ivypanda.com/essays/opioid-crisis-theoretical-framework/.

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IvyPanda. 2020. "Opioid Crisis: Theoretical Framework." November 26, 2020. https://ivypanda.com/essays/opioid-crisis-theoretical-framework/.

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IvyPanda. (2020) 'Opioid Crisis: Theoretical Framework'. 26 November.

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