Chatbot with generative AI: Innovation for autonomous learning in Emergency Nursing

Abstract

Aim: contribute to educational processes, showcasing this innovation in higher education to reinforce autonomous learning through a virtual pedagogical resource guided by faculty and employed by IAGen. Methods: it was conducted under an action-research methodology with mixed approach, using surveys applied to students, faculty and clinical supervisors, along with validation of the resource by disciplinary and technological experts. During their clinical practice, students interacted with the chatbot to access immediate feedback, self-assessments and analysis of real cases, fostering understanding and application of knowledge in emergency contexts. Results: a highly positive valuation of the tool was shown, highlighting its relevance, pedagogical usefulness and contribution to strengthening the formative process. Conclusions: the use of IAGen in higher education constitutes an effective pedagogical innovation to potentiate autonomous learning and consolidate competencies in clinical scenarios.