Nursing training seems to make students vulnerable to stress or burnout. Nevertheless, the majority succeed in their training. This positive recovery despite a deleterious context of study leads us to question this schooling, along with possible resilient mechanisms and tutors of resilience. This research paper in educational sciences will begin with an overview of the results of publications about the stressors and risk factors of burnout of these students. We will see how this schooling can be linked to the concept of vulnerability and resilience. Then, we will present the results and the thematic analysis of thirty semi-structured interviews. The objectives of these were: to determine the vulnerability factors in this training; to determine if resilient processes can be observed; and to identify the characteristics of the tutors of resilience who work with these vulnerable students. After presenting the results and the analysis, we will discuss the links between vulnerability, post-traumatic stress disorder, and burnout. We will explain the concept of compassion as one of the predominant characteristics of tutors. Finally, concerning the relational position of education professionals, we will show how they could professionally support students’ resilience.