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Large language model tools are increasingly used in higher education, offering opportunities to support self-directed learning. In nursing education, course-specific AI virtual tutors may provide contextualised support while addressing concerns about content accuracy and alignment; yet empirical evidence remains limited.
This study evaluated the use and perceived impact of a co-designed AI-powered virtual tutor embedded in a graduate-level Master of Nursing (MN) course. We explored how students used the tutor, their perceptions of benefits and limitations, and its influence on learning and engagement.
A pilot study using a mixed-methods explanatory sequential design was employed. The tutor was trained on course-specific materials and integrated into the institutional learning management system. Data included anonymised usage logs and user interactions coded using Bloom's Taxonomy of Educational Objectives, post-course surveys assessing AI self-efficacy, usability, and learning impact, and semi-structured interviews with students and teaching assistants (TAs). Quantitative and qualitative strands were integrated through a joint display.
A total of 651 interactions by individuals within a group of ~120 MN students were logged. Interactions peaked in evenings and around assignment deadlines. Most interactions reflected lower-order education processes, with more application and analysis later in the course. Eleven participants completed surveys; students reported high AI self-efficacy and moderate tutor use. Perceived usefulness was mixed, but most reported the tutor enhanced both lower- and higher-level learning and recommended its future use. Interviews revealed that students valued the tutor's immediacy and course-specific accuracy, while TAs noted efficiency gains. Reported challenges included usability issues, scope limitations, privacy concerns, and risk of over-reliance on the tool.
A co-designed AI virtual tutor was feasible and valued for contextual relevance, though perceived usefulness was variable. Findings support responsible, pedagogically integrated use of AI tutors in graduate nursing education.
To explore how patients experience, interpret, and respond to missed nursing care during hospitalization in a Danish hospital context.
A qualitative design was employed.
Individual semi-structured interviews were conducted with fifteen patients who had been admitted to medical or surgical wards at a Danish university hospital. Data were analysed using reflexive thematic analysis.
The overarching theme, ‘Nursing care experienced through a filter of empathy and understanding’, captured how patients perceived omissions and delays as understandable responses to systemic pressures rather than neglect. Although they experienced missed nursing care, patients rationalized these omissions as inevitable, adapting to organizational constraints with empathy toward nurses, awareness of workload pressures, and a wish not to be a burden. Three subthemes illustrated this process: ‘Not wanting to be a burden: negotiating physical needs’, ‘Moderating expectations: the subtle importance of psychosocial care’ and ‘Waiting patiently: a sense of shared responsibility for timely care’.
Patients' empathy and adaptation sometimes obscured unmet needs and contributed to the normalization of missed nursing care. Missed nursing care thus emerged as a relational, co-constructed phenomenon shaped by both system pressures and patients' efforts to avoid burdening nursing staff.
Reducing missed nursing care requires action beyond staffing, addressing relational and cultural dimensions across clinical, organizational and policy levels through proactive, person-centered approaches.
By foregrounding patients' perspectives, this study reframes missed nursing care as co-constructed by both system constraints and patient adaptations, offering new insight to guide policy, leadership, and practice efforts toward more responsive and person-centered nursing care.
Reporting followed the consolidated criteria for reporting qualitative research.
Patients contributed as interview participants but were not involved in the design, conduct, or reporting of the study.
To evaluate the acceptability, mechanisms of impact, and contextual factors affecting a 9-month, nurse-led self-management intervention specifically designed for newly diagnosed patients with inflammatory arthritis, from both the patient and healthcare professional (HPs) perspectives.
A qualitative longitudinal study.
Individual baseline and follow-up interviews were conducted with 12 patients (baseline n = 12; follow-up n = 10) and four focus group interviews were conducted with 4 HPs at key intervention stages. Interview guides were drafted with open-ended questions and iteratively refined across interviews to match the evolving stages of the intervention. Data analysis was conducted using template analysis. This study adhered to the Consolidated Criteria for Reporting Qualitative Studies (COREQ): 32-item checklist.
Patients valued the tailored individual sessions, which provided emotional support and improved their understanding of IA. Group sessions received mixed feedback, with some patients suggesting a need for more organisation. The intervention fostered a sense of community, reducing isolation and empowering patients to navigate the healthcare system better. HPs praised the patient-centred approach and emphasised the importance of training and organisational support.
Both patients and HPs highly accepted our nurse-led self-management intervention, though group sessions received mixed feedback. Key impact mechanisms were the proactive management of symptoms and lifestyle, and the intervention's tailored support and emotional guidance. The HPs experienced professional growth but scheduling occasionally conflicted with regular work.
This study has provided valuable information in understanding intervention mechanisms. Findings from the evaluation will be used to refine the intervention.
Two patients contributed to the development of the intervention, and a patient research partner was actively engaged in all phases of this study.
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