Nursing is taught from a stack of module handouts, placement documents, and trust guidelines that no shared flashcard library will ever contain. Those are exactly the files this reads.
Bigger sets read more of your document. Included with Student and Genius.
PDF, PowerPoint, Word, or a link · up to 10 MB · start without an account
The pathophysiology and pharmacology packs your lecturers publish week by week. Upload the deck and the speaker notes underneath it are read too.
Escalation criteria, infection control policy, and trust protocols are all PDFs with a text layer, and they are the material assessments are actually written against.
What you wrote on the ward is the least shareable and most examinable material you own. Paste it straight in without finding a file.
A paragraph from a deteriorating-patient handout, and the marked paper that comes back from it. Sample material, written by us to show the shape of the output.
Your module handout
Recognising deterioration, week 6 handout.pdf
A rising respiratory rate is the earliest and most frequently missed sign of deterioration. It is often documented late because it is the only observation counted by hand, and a compensating patient can hold a normal blood pressure until decompensation is imminent.
Your marked paper
Your score
7 of 10
3 of the 10 questions
Which observation most often changes first in a deteriorating patient?
Why is respiratory rate the observation most likely to be recorded inaccurately?
A patient has a normal blood pressure but a rising respiratory rate. Why is this not reassuring?
Compensation holds the blood pressure up until it can no longer be maintained, so a normal reading late in that process describes a patient close to decompensating rather than a stable one.
The three you missed come back on their own as a shorter round, and redrilling them spends no part of your allowance.
The scored quiz shown here runs on every plan, Free included, and each of the Free plan's 2 generations produces a complete one.
A PDF, a lecture deck, a Word document, a pasted link, or text typed straight into the box.
Not from a general model of your subject. Only from the document in front of it, which is what makes the questions match your module.
Questions you get wrong join a weak pile and return in the daily review. Mastery lapses after a fortnight, so nothing stays finished forever.
It writes questions from the material you give it, so the answer depends entirely on what you upload. Feed it a pathophysiology handout and you get recall and application questions on that content, which is genuinely useful revision. What it cannot do is reproduce the specific structure of a registration exam, because it has no question bank, no blueprint, and no knowledge of which topics carry which weighting. A licensing exam tests prioritisation and clinical judgement across a defined syllabus, and a purpose-built question bank written against that blueprint is the right tool for it. The sensible use here is the layer underneath: making sure you actually know the content your own modules taught, so that when you do sit bank questions you are failing them on reasoning rather than on facts you never learned.
Start with the week you understood least, because that is where testing yourself pays the most and rereading pays the least. In practice the highest-yield files are the pathophysiology and pharmacology handouts, since they are dense, text-heavy, and heavily assessed. Guideline documents and escalation policies also work well and are often overlooked, because they read like reference material rather than revision material right up until an assessment asks about them. Placement notes you typed yourself are worth pasting in directly rather than hunting for a file. What works less well is anything that is mostly images: a labelled anatomy diagram or a photographed drug chart carries no text to read. If your course publishes slides, upload the deck rather than a printed handout, since the speaker notes underneath are read too and are frequently where the examinable reasoning sits.
No, and this is the one limitation worth being emphatic about. It does not solve arithmetic, does not verify a dose, and should never be treated as a second check on anything that would reach a patient. What it does is write questions from text, so a handout explaining why body-weight dosing matters in paediatrics produces good questions about that principle. The calculation itself stays yours. There is a general reason for the caution beyond nursing: language models are known to lose accuracy when only the numbers in a problem change, which is exactly the shape of a drug calculation. Treat any figure produced by any AI tool as unverified. For calculation practice specifically, use your course resources and a purpose-built calculations package, and use this for the reasoning and the pharmacology around them.
Want the method rather than the tool? Read our guide to studying nursing.