Stress can have a significant impact on both personal and professional aspects of an individual’s life, particularly for those in caregiving professions (Lovell, et al., 2015). It is a multifaceted phenomenon that has been defined in various ways by different theorists. Stress is a harmful construct that can be linked to many dangerous situations. It is often thought of as an individual’s response to physical demands or to a disturbing event in their surroundings (Mathew, 2017). University students often experience high levels of stress due to concerns about their academic success, time management, and involvement in patient care (Mohamed & Ahmed, 2012). There are numerous sources of stress for university students, such as a heavy academic workload, numerous assignments, and adjusting to a new environment. There is a high rate and level of stress and depression among students in various academic fields, which is cause for concern (El Ansari, Adetunji, & Oskrochi, 2014). Nursing students often have to devote long hours to studying and may not have enough time for other activities (Gibbons, Dempster, & Moutray, 2011). Furthermore, nursing students spend a significant amount of time in clinical settings and have the heavy responsibility of being accountable for their patients (Reeve, Shumaker, Yearwood, Crowell, & Riley, 2013). In addition, financial strain, difficulty managing time, and the use of complex technology can all be sources of stress for many students (Seyedfatemi, Tafreshi, & Hagani, 2007). Clinical practice is an important part of nursing education, as it helps students apply their academic skills in a practical setting and narrow the gap between theory and practice.