Objective: This review aims to synthesize and critically evaluate the current literature on experiential empathy training programs for nursing students, focusing on their implementation, efficacy, and methodological approaches, with specific attention to studies within the Asian context.


Methods: A narrative synthesis of the literature was conducted. Studies were included that investigated structured empathy interventions for nursing students, utilizing methodologies such as simulation, role-playing, and flipped classrooms. Outcomes of interest included changes in self-reported empathy, observed empathic behavior, and skill retention.


Findings: The evidence consistently demonstrates that well-designed, experiential training programs lead to statistically significant improvements in nursing students' empathy levels. These gains are documented using validated tools like the Jefferson Scale of Empathy (JSE) and the Consultation and Relational Empathy (CARE) Measure. Key effective pedagogical components include simulated patient interactions, reflective practice, and blended learning models. However, the field is limited by a predominance of quasi-experimental designs, small sample sizes, and a lack of long-term follow-up data.


Conclusion: Experiential empathy training is a highly effective and necessary component of undergraduate nursing education. To advance the field, future work should prioritize longitudinal studies, the development of culturally adapted interventions for diverse Asian populations, and more rigorous randomized controlled trials to strengthen the evidence base and ensure the sustained integration of empathy into clinical practice.