Clinical simulation is being increasingly used as a learning strategy in professional healthcare training due to its multiple benefits in fostering learning (Amsalem et al., 2020, Cant and Cooper, 2017, Shin et al., 2015). However, clinical simulation also poses challenges, including elevated levels of stress and anxiety in students, which can compromise learning, performance, motivation, or decision-making (Labrague et al., 2019, Al-Ghareeb et al., 2019, Cantrell et al., 2017, Wang et al., 2019). Furthermore, Judd, Alison, Waters, & Gordon (2016) reported that students experience more anxiety in a clinical simulation than in a hospital setting.