Abstract
Background: Migraine is a prevalent neurological disorder that can significantly impact individuals’ quality of life. Early identification and preventive strategies are crucial for reducing the frequency, severity, and duration of migraine episodes. Despite advancements in treatment, many individuals are unaware of effective self-care practices and early warning signs, leading to delayed intervention and increased healthcare burdens. Objective: This study aims to evaluate the effectiveness of a structured teaching program on improving knowledge, early identification skills, and preventive measures among individuals at risk of developing migraines. Methods: A quasi-experimental design with a pre-test and post-test approach was employed. Participants were recruited from a community health center and randomly assigned to an intervention or control group. The intervention group received a structured teaching program that included educational sessions on migraine pathophysiology, triggers, early symptoms, and lifestyle modifications for prevention. The control group received standard care without structured education. Participants’ knowledge, recognition of early signs, and implementation of preventive strategies were measured using a validated questionnaire at baseline, immediately after the intervention, and after three months. Results: Data analysis revealed a significant increase in migraine-related knowledge, improved identification of early symptoms, and adoption of preventive behaviors in the intervention group compared to the control group. The results suggest that structured teaching was effective in fostering long-term preventive practices and reducing migraine episodes' frequency and severity. Conclusion: The structured teaching program is an effective approach for enhancing early identification and prevention of migraines. Implementing such educational interventions within community and clinical settings may contribute to reducing the personal and societal impact of migraines.
Published Version
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