In recent years, situated simulation teaching has been used as a strategy to assist students to learn how to present their work in a real environment. With the rapid advancement of medical technology worldwide, nursing healthcare educators can develop additional multicultural education strategies to cultivate more sophisticated nursing students, such as through the use of situated simulation teaching. Simulated situations in nursing education provide learners with a predicted situation that may occur in reality, allowing them to practice their skills within these scenarios, and apply the outcomes to their clinical practice. Situated simulation teaching is currently used in the nursing education curriculum in Taiwan and around the world to reduce students' stress and fear in clinical practices. The authors participated in a study exchange program for one month at Central Queensland University (CQU) in Australia, which was offered by the Chang Gung University of Science and Technology (CGUST) and CQU. The authors attended lectures and visited various healthcare organizations, and determined that situated learning simulation would be quite useful to utilize in Taiwan. This article aims to show that the authors' perspectives of learning in Australia can be shared with Taiwanese students to enhance their professional skills. This paper provides information relating to the authors' experience of participating in the simulation class and examines the differences in situated simulation teaching offered at CGUST and CQU. It is anticipated that this knowledge will assist Taiwanese nursing students to enhance their knowledge, without the necessity of travelling to Australia.