This webinar considers a study which aimed to explore and understand the perceptions of the professional relationship between nurse academic personal tutors (NAPT) and student nurse (SN) tutees in undergraduate nurse education, with a focus on student support, progress monitoring, and professional learning. A qualitative research approach was taken, and data was analysed using the critical lens of Lefebvre's Rhythmanalysis and Bourdieu's field of power. Findings revealed that "Professional Love" was a state of potential and possibility within the professional relationships in personal tutoring, and that there were struggles for autonomy and legitimacy between the NAPT and SN, with tensions in the balance of power and investment in the professional relationship. The sudden shift to online tutorials due to the COVID-19 pandemic intensified these contradictions and tensions, with implications for personal tutoring practice and NAPT guidance and policies in the context of this role and the neoliberal university.