目的 构建本科生护理学基础课程实验教学增值评价方案并进行效果评价。方法 通过文献研究、质性访谈和专家会议构建本科生护理学基础课程实验教学增值评价方案。于2025年2月—5月，选取该校2023级护理专业2个教学班，采取抽签的方式，将其随机分为试验组（n=103）和对照组（n=125），将构建的增值评价方案运用于试验组护理学基础课程实验教学中（除增值评价外，两组护理学基础课程的实验教学方案完全相同），比较两组该学期护理学基础课程的期末技能考试成绩，以及该学期护理学基础课程前后的学业自我效能感和自我导向学习能力水平。结果 构建的本科生护理学基础课程实验教学增值评价方案包括3个阶段、8个步骤和15个条目。最终试验组中100名学生完成本研究，对照组均完成研究。该学期护理学基础课程结束后，试验组学习能力自我效能感、自我导向学习意识水平高于对照组（P<0.05）。结论 构建的本科生护理学基础课程实验教学增值评价方案具有科学性和实用性，可促进护理本科生学习能力自我效能感和自我导向学习意识的提升。

Objective To develop a value-added evaluation scheme for Foundational Nursing Laboratory courses for undergraduate nursing students and assess its effects. Methods The value-added evaluation scheme was developed through literature review，qualitative interviews，and expert panel discussions. From February to April 2025，two classes of Grade 2023 cohort nursing students were randomly divided into an experimental group（n=103） and a control group（n=125）. The developed scheme was applied to the experimental group’s Foundational Experimental Nursing courses. With the exception of the value-added evaluation，the teaching scheme for the Foundational Nursing courses were identical in both groups. Final skill exam scores，as well as academic self-efficacy and self-directed learning ability levels before and after the course，were assessed and compared between the two groups. Results The developed value-added evaluation scheme the Foundational Nursing Laboratory courses comprised of three stages，eight steps，and 15 items. A total of 100 students from the intervention group and all students from the control group completed the study. After the course，the experimental group demonstrated significantly higher academic self-efficacy in learning ability and self-directed learning awareness compared to the control group（P<0.05）. Conclusion The developed value-added evaluation scheme for the Foundational Nursing Laboratory courses is scientific and practical，which can enhance nursing students’ self-efficacy in learning ability and self-directed learning awareness.