<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-5307</journal-id>
<journal-title><![CDATA[Investigación y Educación en Enfermería]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. educ. enferm]]></abbrev-journal-title>
<issn>0120-5307</issn>
<publisher>
<publisher-name><![CDATA[Imprenta Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-53072017000200131</article-id>
<article-id pub-id-type="doi">10.17533/udea.iee.v35n2a02</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Biosocial-academic profile and stress in first- and fourth-year nursing students]]></article-title>
<article-title xml:lang="es"><![CDATA[Perfil biosocial y académico y nivel de estrés en estudiantes de Enfermería de primero y cuarto años]]></article-title>
<article-title xml:lang="pt"><![CDATA[Perfil biossocial-acadêmico e estresse em estudantes de enfermagem do primeiro e quarto anos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira-Bosso]]></surname>
<given-names><![CDATA[Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques-da Silva]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Siqueira-Costa]]></surname>
<given-names><![CDATA[Ana Lucia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,School of Nursing, University of São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>), Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,EEUSP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,EEUSP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>131</fpage>
<lpage>138</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-53072017000200131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-53072017000200131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-53072017000200131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective. To compare the biosocial and academic profile and stress levels between first- and last-year nursing students from a public university in Sao Paulo.  Methods . This is an analytic and quantitative study. A biosocial and academic form and the instrument for Assessment of Stress in Nursing Students by Costa and Polak were applied to 83 students between February and March 2016.  Results.  Insufficient income and extracurricular activities contribute to higher levels of stress in both groups of students assessed. Fourth-year students showed higher levels of general stress, particularly generated by the factors: performance of practical activities, professional communication, environment and professional training. Time management produces higher stress in first-year students.  Conclusion. Fewbiosocial and academic features equally contribute for the stress levels in first- and last-year nursing students, but those in last-year present higher stress than students who are starting the course.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo. Comparar el perfil biosocial y académico y el nivel de estrés entre estudiantes del primero y cuarto año del curso de graduación en enfermería de una universidad pública de São Paulo, Brasil.  Métodos.  Estudio analítico y cuantitativo. Entre febrero y marzo de 2016 se aplicó un formulario con datos biosociales y académicos y el Instrumento para Evaluación de Estrés en Estudiantes de Enfermería de Costa y Polak en 83 alumnos.  Resultados.  La renta insuficiente y las actividades extracurriculares contribuyen para un mayor nivel de estrés en ambos años. Los estudiantes del cuarto año presentan mayores niveles de estrés general en los siguientes factores: realización de actividades prácticas, comunicación profesional, ambiente y formación profesional. La gestión del tiempo representa el mayor nivel de estrés en estudiantes del primer año.  Conclusión.  Algunas características del perfil biosocial y académico contribuyen igualmente al nivel de estrés en los estudiantes de primero y cuarto año, pero para los de cuarto año representan mayor estrés que para los alumnos en el inicio del curso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo. Comparar o perfil biossocial e acadêmico e o nível de estresse entre estudantes do primeiro e do quarto ano do curso de graduação em enfermagem de uma universidade pública de São Paulo, Brasil.  Métodos.  Estudo analítico e quantitativo. Entre fevereiro e março de 2016 se aplicou um formulário com dados biossociais e acadêmicos e o Instrumento para Avaliação de Estresse nos Estudantes de Enfermagem de Costa e Polak em 83 alunos.  Resultados.  A renta insuficiente e as atividades extracurriculares contribuem para um maior nível de estresse em ambos anos. Os estudantes do quarto ano apresentam maiores níveis de estresse em geral e nos fatores: realização de atividades práticas, comunicação profissional, ambiente e formação profissional. A gestão do tempo representa o maior nível de estresse nos estudantes do primeiro ano.  Conclusão.  Algumas características do perfil biossocial e acadêmico contribuem igualmente ao nível de estresse nos estudantes do primeiro e do quarto ano, mas para os do quarto ano representam maior estresse que para os alunos no início do curso.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[stress, psychological]]></kwd>
<kwd lng="en"><![CDATA[students, nursing]]></kwd>
<kwd lng="en"><![CDATA[education, higher]]></kwd>
<kwd lng="en"><![CDATA[comparative study.]]></kwd>
<kwd lng="es"><![CDATA[estrés psicológico]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[estudio comparativo]]></kwd>
<kwd lng="pt"><![CDATA[estresse psicológico]]></kwd>
<kwd lng="pt"><![CDATA[estudantes de enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[educação superior]]></kwd>
<kwd lng="pt"><![CDATA[estudo comparativo]]></kwd>
</kwd-group>
</article-meta>
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