Objective: To address the problems of disconnection between teaching and practice, weak clinical thinking, and poor post adaptability of students in traditional internal medicine nursing teaching, explore the “dual-teacher linkage” collaborative teaching path, and improve teaching quality and students’ post adaptability. Methods: Two classes of nursing majors in Grade 2023 of our college were selected as research objects. The experimental group (100 students) adopted the “dual-teacher linkage” model (on-campus teachers + clinical experts) to build a “pre-class co-research–in-class co-guidance–post-class co-evaluation” system; the control group (98 students) adopted traditional teaching. Comparisons were made after one semester of practice. Results: The average score of the comprehensive assessment in the experimental group was 85.6 points (76.3 points in the control group, p < 0.05). The clinical decision-making ability, program improvement ability, and post competence evaluation of the experimental group were all superior to those of the control group, and 93.3% of students were satisfied with this model. Conclusion: The “dual-teacher linkage” model can organically unify knowledge transmission and ability training, and is an effective and innovative practice to deepen the reform of internal medicine nursing teaching and cultivate high-quality skilled nursing talents.