Objective: To address the issues of homogenization in traditional Chinese medicine (TCM) nursing education and the inadequate cultivation of dialectical thinking and scientific research abilities, this study constructed a prescription-based teaching model based on the nursing consortium. The teaching content was reorganized based on job competency stratification, and innovative pathways were explored to form a four-in-one training system integrating “theory, skills, scientific research, and management.” Methods: Nurses were stratified into basic, advanced, and elite levels according to the N1–N4 grading system. Hierarchical teaching was customized through needs assessment, and a teaching faculty echelon for the nursing consortium was established. The “TCM Nursing Prescription Manual” and an online platform were developed. A comprehensive evaluation system consisting of “theory (40%) — skills (30%) — scientific research (30%)” was adopted, and innovative methods such as “one case through” dialectical training were introduced. Results: The experimental group scored significantly higher than the control group in theory, skills, scientific research, and overall scores. The standard deviation (2.7 vs. 3.5) indicated a more balanced distribution of abilities, demonstrating the optimizing effect of stratified prescriptions on individual differences. Conclusion: The prescription-based teaching model addresses the limitations of traditional teaching methods through precise stratification and dynamic optimization. It establishes a distinctive training system for TCM nursing, embodying the concept of “teaching according to needs.” This model provides a reproducible standard paradigm for TCM nursing education targeting N1–N4 level nurses engaged in TCM nursing within the regional nursing consortium.