Objective To develop an international collaborative medical teaching training program for clinical nursing educators, and to evaluate its application effectiveness, aiming to facilitate the standardized cultivation of dual-qualified nursing teachers. Methods A teaching team was established. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the International Certificate in Medical Teaching (ICMT) program from the University of Liverpool, UK, was adapted, designed, and restructured for local use.The program comprised three core components-content knowledge, pedagogical knowledge, and technolo-gical knowledge-along with seven training themes and ten task-based assignments.A total of 18 clinical nursing educators participated in a 12-month, two-phase training program that integrated training with teaching practice.Training effectiveness was evaluated using questionnaires and feedback. Upon completion, participants were assessed through on-site presentations of their assigned tasks. Results All participants successfully completed the training program.The mean final assessment score was (84.18±3.80), and all participants obtained qualification certificates.Based on the TPACK framework, key contextual factors were identified.Three main themes were further summarized under the core components:awakening of educational philosophy and role reconstruction, student-engaged teaching strategies and feedback, and the integration and application of educational technology tools. Conclusion The TPACK-based international collaborative medical teaching training program is effective in facilitating role transformation, enhancing teaching practice competence, and supporting innovative professional development among clinical nursing educators.