Objective: To explore the reform pathways and practical outcomes of ideological and political education integrated into graduation internship courses for nursing undergraduates under a humanistic care-oriented framework. Methods: Ninety-four nursing undergraduates were recruited as research subjects. The CAI (Caring Ability Inventory) Humanistic Care Competency Scale was used to conduct pre-internship and post-internship assessments. Combined with classroom observations and in-depth interviews, the existing teaching status and prominent problems were analyzed; targeted reform strategies were proposed and verified in practical teaching. Results: Prior to the reform, nursing students’ humanistic care capacity remained at a moderate level, with three-dimensional features: relatively adequate cognition, insufficient courage, and deficient patience. After implementing the reform, significant improvements were achieved in the cognition, courage, and patience dimensions. Students demonstrated a remarkable increase in voluntary caring behaviors, and patient satisfaction scores rose substantially. Conclusion: Reform measures including optimizing teaching content, strengthening preceptor teams, perfecting evaluation systems, and improving school-hospital collaborative mechanisms can effectively enhance nursing students’ humanistic care ability and professional literacy, and deliver feasible approaches for the ideological and political reform of graduation internship courses.