| Sumario: | Background: 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. Objective: 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. Methods: 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. Results: 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. Conclusions: 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. What Does This Paper Contribute to the Wider Global Clinical Community?: Demonstrates the feasibility and educational value of a co‐designed, course‐specific AI virtual tutor embedded in graduate nursing education, providing a scalable model for responsible AI integration in clinical training contexts.Shows that AI tutors can enhance learners' confidence, conceptual understanding, and engagement when aligned with curricular goals and pedagogical values.Highlights the need for ethical, privacy‐conscious, and critically engaged approaches to AI use in nursing education to prevent over‐reliance and preserve clinical reasoning skills.
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