Background/Objectives: Empathy is a core competency in nursing, contributing to patient care quality and professional resilience. This study investigated empathy levels among Greek undergraduate nursing students at the University of Peloponnese and examined the personal and educational factors that contribute to empathic development. Methods: A cross-sectional survey was conducted with 144 students from all academic years using the Jefferson Scale of Physician Empathy—Health Professions (JSPE-HP) and the SF-12 Health Survey. Data were analyzed using ANOVA and stepwise multiple linear regression. Results: Mean empathy scores were relatively high (M = 110.31, SD = 10.52). Empathy increased significantly with academic progression (p < 0.001), and higher scores were associated with parental status (p = 0.030) and better mental health (p = 0.044). Conversely, students with a chronically ill close contact reported lower empathy (p = 0.018). Regression analysis identified having children and exposure to chronic illness as significant predictors. Conclusions: Educational progression, life experience, and well-being are key contributors to empathy development. These insights support strategies to enhance empathy through curriculum design, student support, and wellness programs. Integrating empathy training into management policy can foster professional growth, reduce burnout, and improve patient care and workforce sustainability.
Ramollari et al. (Wed,) studied this question.