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. © 2025 Atikah Ainun Mufidah et al., published by Sciendo.