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Purpose : To translate the original Jefferson Scale of Empathy-Health Profession Students version in a group of nursing students and asses its psychometrical characteristics according to the COnsensus-based Standards for the selection of health Measurement INstruments guidelines. Design : A descriptive cross-sectional study. Methods : The study included 345 bachelor's and master's students in the nursing degree program. Construct validity was tested by exploratory factor analysis using principal component analysis with varimax rotation. Convergent validity was tested using the Pearson correlation coefficient to test the relationship between empathy and emotional intelligence. The reliability of internal consistency was estimated using Cronbach's alpha. Findings : The final version of the 16-item scale with its three-factor structure has a high reliability with a Cronbach's alpha value of 0.86, and the Pearson correlation coefficient revealed a positive and significant relationship between emotional intelligence and the total score of the empathy scale and the three subscales. Conclusion : The contribution of the study is significant as the instrument is qualitatively validated and its content is clinically and educationally important for understanding the concept of empathy, especially in the education of nursing students. The correct assessment of empathy contributes to a better understanding and implementation of the components of holistic care., Competing Interests: Ethical ConsiderationThis study received approval from the Higher Education Institution committee (IRB approval number: 2158/97-97-07-20-03). The study adhered to the principles of the Helsinki Declaration of Human Rights, with participation being entirely voluntary and respondents informed of their right to withdraw from the study without consequences. The responses were anonymized, ensuring the confidentiality of the students' identities. During the test-retest phase, an anonymized and easily memorable code was used. Each questionnaire was accompanied by informed consent and consent for voluntary participation in the research. Consent for the translation and validation of the JSE-HPS was obtained from the Thomas Jefferson University (Center for Research in Medical Education and Health Care), and consent for the use of the ESCQ-45 was obtained from author Vladimir Takšić