Estrategia pedagógica basada en inteligencia artificial generativa en el aprendizaje autodirigido de estudiantes de Enfermería

Generative artificial intelligence offers new opportunities to strengthen self-directed learning in nursing education when its integration is supported by a structured pedagogical design. This study aimed to evaluate the effect of the E-PAGIA strategy, organized into planning, construction, self-monitoring, and interaction/transfer stages, on self-directed learning among nursing students. A quantitative, quasi-experimental, longitudinal study was conducted with 128 students, distributed between an experimental group and a control group, with 64 participants in each. The intervention lasted eight weeks. Self-directed learning was assessed using the Self-Directed Learning Instrument, considering both the overall score and its dimensions. The groups showed comparable baseline scores. Following the intervention, the experimental group increased its mean overall score from 65.00 to 82.35 points, whereas the control group increased from 65.75 to 69.46. Improvements in the experimental group were observed across all four dimensions and were particularly pronounced in learning motivation and planning and implementation. Analysis adjusted for baseline scores confirmed significant differences between groups and showed a large effect associated with the strategy. The findings indicate that E-PAGIA can foster self-directed learning when generative artificial intelligence is integrated as cognitive support within a pedagogical sequence that preserves students' intellectual responsibility, teacher mediation, and critical verification of information. The study concludes that E-PAGIA represents a relevant pedagogical innovation for nursing education.