Standardized Patients (SPs) provide invaluable insights during feedback sessions in simulation training. When faced with the task of delivering difficult news, students often experience feelings of nervousness and unpreparedness in response to the stress, anxiety, and unpredictability associated with a patient’s reaction. It is, therefore, crucial for students to be well-equipped for the demanding environment of conveying challenging information, where empathy and compassion play essential roles. In this scenario, SPs also encounter their own stress, as they must communicate effectively while meeting the simulation’s objectives. They additionally need to address any knowledge gaps to ensure they confidently convey accurate information to students through constructive feedback, all while managing their own emotions. SPs must also undergo continuous training to be both physically and psychologically equipped to deliver effective simulation sessions for students. Given the variety of models, frameworks, and scenarios that SPs need to be ready to perform repeatedly, this can be quite demanding. To meet these needs, SPs require comprehensive training that aligns with ASPE best practices. This literature review aims to investigate how human-centred design principles can be seamlessly integrated into the established best practices for SP simulation training systems. By incorporating ASPE guidelines and design thinking into targeted workshops, SPs can engage with a variety of perspectives and scenarios. This approach will empower them to practice effectively, enhancing their readiness to deliver a meaningful and impactful simulation experience for students.