Objective: To investigate the application effect of the SECI theoretical model-based training program in enhancing clinical nursing teachers ‘information-based teaching capabilities. Methods: A self-control study design was adopted, with 124 clinical nursing teachers from a tertiary hospital participating in the SECI training program from January 2024 to June 2025. The program was implemented through four stages: “Establishing Teacher Community (Socialization)”, “Case Teaching (Extravagant)”, “Integration of Discipline and Research (Fusion)”, and “Routine Application of Teaching (Implicit)”. Self-designed questionnaires were used to assess teachers’ information-based teaching capabilities before and after training, covering four dimensions: awareness and attitude towards information-based teaching, foundational skills, teaching practice, and professional practice. Data analysis was performed using SPSS 26.0. Results: Post-training, the total score of clinical nursing teachers’ information-based teaching capabilities increased from (53.47 ± 15.56) to (78.92 ± 12.34), showing statistically significant differences (t = 15.732, P < 0.001). Scores in all dimensions also showed significant improvements (P < 0.05). Multivariate linear regression analysis revealed that educational background (β = 0.198, P = 0.026) and professional title (β = 0.184, P = 0.040) were primary influencing factors for pre-training information-based teaching capabilities, while their impact weakened post-training. Conclusion: The training program based on SECI theory effectively enhances clinical nursing educators’ digital teaching capabilities. Its structured, spiral-up knowledge transformation process helps bridge competency gaps among teachers from diverse backgrounds, facilitates the mutual conversion and deep integration of tacit and explicit knowledge, and provides a practical new model for developing digital teaching competencies in clinical nursing education.