摘要Objective:To assess the method of empathy intervention in nursing students in relation to the three dimensions of empathy:cognitive,affective,and behavioral.Methods:A systematic literature review was conducted following the Preferred Reporting Items for Systematic Review and Meta-Analysis(PRISMA)2020 guideline.A search for articles in two databases(ScienceDirect and Taylor & Francis)revealed 99 articles.One author independently assessed articles for inclusion,resulting in 10 articles that met the inclusion criteria.Results:Based on a review of ten extracted journal articles,nine interventions showed increases in empathy,while one intervention did not show such outcomes.Four studies(the simulation-based empathic communication training intervention,the situated teaching program,high-fidelity simulation[HFS]training,and the structured empathy educational model[EEM])discussed the impact of interventions on the empathy dimension,while the remaining five only explained the impact of the intervention on empathy in general.Conclusions:The result of this study highlight the need for future research to design empathy interventions for nursing students that effectively target both the affective and behavioral dimensions of empathy.