The standard of education in India has suffered a notable decline (Tiwari, Sharma, & Zodpey, 2013). Furthermore, rights to nursing autonomy and professional growth have been slow, even as the profession has demonstrated rapid growth. Insufficient financial assistance from governments and fragile nursing organizations affects the levels of education provided. In-depth studies on the quality of nursing education in India have highlighted sub-standard educational institutions and poorly qualified teaching staff (Evans, Razia, & Cook, 2013). Despite the availability of numerous public and private nursing schools and colleges across India, the quality of these institutions is questionable and the geographical location problematic. A negative consequence of having so many, especially in a concentrated area, is the lack of quality teachers. Some faculties recruit retired nurses, many of whom have had no in-service training and therefore teach outdated skills. Additionally, graduate nursing students coming directly from university are being drawn into teaching positions to fill the teaching shortage, yet graduate nurses do not have the clinical or practical skills gained from working in the industry. Additionally, there are profound educational gaps in retired and graduate nurses due to a lack of formal educational training or registered educator qualifications (Tiwari, Sharma, & Zodpey, 2013). Australia's outstanding reputation for providing excellence in higher education allows Australian nurses to access comprehensive, high-quality nursing education programmes. Australian universities offer a range of in-depth nursing courses taught by highly qualified lecturers and tutors experienced in nursing practices. Support from the government and private nursing organizations provides access to degree programs