Gültepe, RemziyeKafalı, Elif2026-02-032026-02-0320250104-42301806-9282https://doi.org/10.1590/1806-9282.20250405https://hdl.handle.net/20.500.12428/34581OBJECTIVE: The present research was conducted to determine the empathic skills and self-compassion of midwifery students entering clinical practice. METHODS: This study was designed as descriptive and cross-sectional. This study was performed with all midwifery students studying in the midwifery department of a public university and entering clinical practice between January 15 and March 15, 2024. The aim of this study was to reach the whole population (n=420) and 280 people constituted the sample (66.7%). The study data were collected face-to-face using the "Personal Information Form," "Empathic Tendency Scale," and "Self-Compassion Scale." RESULTS: Of the midwifery students participating in the study, 56.1% stated that they entered their department willingly, and 71.1% indicated that they were satisfied with the department they studied in. The mean score of midwifery students on the Empathic Tendency Scale was 142.25±18.74, and their mean score on the Self-Compassion Scale was 76.65±14.76. A statistically significant difference was identified between students’ grade level and their empathic skills and self-compassion levels (p<0.05). Second-year students scored significantly higher in empathy (p<0.001), suggesting curricular influences. Despite moderate self-compassion, high self-criticism subscale scores may reflect cultural norms. Findings highlight the need for empathy-supportive training, particularly in later clinical years. CONCLUSION: This study found that midwifery students entering clinical practice had moderate empathic skills and self-compassion and concluded that education affected empathic skills and self-compassion.eninfo:eu-repo/semantics/openAccessEmpathyCompassionMidwiferyClinical practicumTurkeyArticle711010.1590/1806-9282.20250405Q2WOS:0016127075000012-s2.0-10502065286741172463Q2