Ethics education and the development of empathy skills dur ing nursing education are important elements in improving the ability to make beneficial and correct decisions on behalf of the patient. The aim of this study is to reveal the relationship between the ethical sensitivities and empathy skills of senior nursing students and the factors affecting them. The data of this cross-sectional descriptive study were collected from 150 intern nursing students using an online data collection form. A questionnaire con sisting of 11 questions, “Ethical Sensitivity Scale Adapted for Student Nurses”, “Toronto Empathy Scale” was used to determine the demographic data of the participants, their approaches to empathy and ethics. Number, percentage, mean, standard deviation, Shapiro-Wilk test, Independent-Sam ples t-test, Mann-Whitney U test were used to evaluate the data. The mean score on the Adapted Ethical Sensitivity Scale for Student Nurses was 134.48±16.01, and the Toronto Empathy Scale was 35.22±3.81. No sta tistically significant correlation was found between the Toronto Empathy Scale and the Adapted Ethical Sensitivity Scale for Student Nurses sub-di mension and total scores. There was a significant difference between the students’ status working as a nurse and creating ethical meaning sub dimension. A statistically significant difference was found between the stu dents’ status of finding the nursing profession suitable for themselves and experiencing ethical dilemmas sub-dimension, the status of taking ethics courses and seeking expert knowledge sub-dimension. While gender was a factor that affected empathy skill, other variables did not. Nursing practices require close communication and interaction with patients and their rela tives. Empathy skills do not affect the ethical sensitivity levels of the nurs ing student.