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Objective:   The effectiveness of health education for patients has often been suboptimal. The neglect of a focus on empowerment and the presence of implementation barriers have been put forward as possible explanations for this. This study aimed to gain insight into how to co-create and develop an empowerment theory-based health education intervention for urological cancer patients.Design:   Bravo’s empowerment intervention model provided the theoretical foundations for the work undertaken with urological cancer patients in the Netherlands, using a participatory interactive learning and action approach.Method:   Insights into needs regarding health education were obtained through semi-structured interviews with patients ( n = 22) and health professionals ( n = 17). Subsequently, eight co-creation sessions ( n = 30) were organised to translate these needs into a health education intervention.Results:   An intervention in the form of digital patient information was developed. The information offered provides a view of the different care steps based on clinical guidelines but personalised in different ways. By connecting patients’ empowerment needs to the information provided, and by taking health professionals’ perspectives into account, barriers to health education were made visible and addressed.Conclusion:   Patient empowerment theory proved valuable in better aligning a participatory research process with the empowerment needs of urological cancer patients. The programme theory developed may offer a valuable template for the development of future health education interventions.

Co-creating an empowering health education intervention for urological cancer patients