The purpose of this study was to investigate the stress and the learning effects of the Last-Mile Curriculum on the professional competence, professional commitment, and professional socialization of nursing students from three types of nursing programs. This research was based on a cross-sectional study. The purposive sampling consisted of 478 nursing students from a university of science and technology in Northern Taiwan. Four quantitative instruments were used, including self-administered questionnaires of the stress scale, nursing professional competence scale, the nursing professional commitment scale, and the nursing professional socialization scale for data collection before and after the whole Last-Mile clinical practice curriculum. The results showed: (1) The degree of stress of nursing students was the highest compared to other clinical practices, and affects the learning outcomes of nursing students. The graduates from four-year colleges had the highest expected stress before the Last-Mile Curriculum. The results showed positive effects on the implementation of the Last-Mile Curriculum on the expected stress of the graduates from four-year colleges, and need the more help to reduce the stress. (2) The professional competence and commitment have positive effects on the implementation of the Last-Mile Curriculum in nursing students among three types of nursing programs. There are still a lot of improvements to be achieved in the learning effects. Therefore, the results of this study are offered as reference for future Last-Mile Curriculum planning of nursing education.