ABSTRACT
Objective: To explore the experiences of student nurses in their family, social, academic and work contexts in times of COVID-19. Method: The study has a hermeneutical interpretive approach, guided by the technology-assisted focus group technique, which allowed the interaction and free expression of the participants. A methodological guide was used with five questions directed by the moderator and collection of field notes. Grounded theory was applied as a method of analysis of the narrative corpus. Results: the demands of the pandemic and the intersections of emerging roles are found to run through the body;economic capitals turn to and fro;and academic training is perceived as incomplete between absences and support networks. Conclusion: young students have little capital to advance in the transition of life trajectories during the pandemic. Due to the intersection between his studies in exclusive virtuality, emerging family and economic demands, suffer physical, mental and relational alterations;on the other, they consider their learning in this modality insufficient. However, the pedagogical sensitivity of some teachers, the spirituality and the support of the State, are evaluated by them as relevant supports that allow them to adapt to these changes and overcome obstacles.