<?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>2077-2874</journal-id>
<journal-title><![CDATA[EDUMECENTRO]]></journal-title>
<abbrev-journal-title><![CDATA[EDUMECENTRO]]></abbrev-journal-title>
<issn>2077-2874</issn>
<publisher>
<publisher-name><![CDATA[Editorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2077-28742023000100095</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrés académico en estudiantes de Enfermería durante la pandemia: retos, afrontamientos, perspectivas inmediatas]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic stress in Nursing students during the pandemic: challenges, coping, immediate perspectives]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabrera Olvera]]></surname>
<given-names><![CDATA[Jorge Leodan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moya García]]></surname>
<given-names><![CDATA[Diana Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Díaz]]></surname>
<given-names><![CDATA[Jorge Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica del Ecuador Sede Santo Domingo, Escuela de Enfermería ]]></institution>
<addr-line><![CDATA[Santo Domingo ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2077-28742023000100095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2077-28742023000100095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2077-28742023000100095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: la COVID-19 ha sido un reto considerable para obtener una formación de elevada calidad para los discentes del área de Enfermería porque las universidades continuaban con normas, estrategias anticuadas que no respondían a los cambios.  Objetivo:  exponer los elementos teóricos relacionados con el estrés académico en los estudiantes de Enfermería, el afrontamiento durante el proceso enseñanza aprendizaje en tiempos de pandemia de COVID-19 y cuáles han sido las estrategias llevadas a cabo por las instituciones de educación superior.  Métodos:  se realizó una revisión bibliográfica sistemática para desarrollar un análisis crítico reflexivo sobre el contenido de las bibliografías, con una búsqueda documental basada en los 32 artículos científicos originales previamente seleccionados, publicaciones en idioma inglés, español y portugués en las bases de datos Scopus, Pubmed, Dialnet, Scielo, Elsevier, Latindex y Web of Science. Las palabras claves utilizadas fueron: estrés, academia, resiliencia, pandemia y enseñanza virtual.  Desarrollo:  el cambio del entorno presencial al virtual provocó un viraje significativo en el desarrollo del modo de enseñanza aprendizaje generando estrés, por lo que se deben manejar protocolos de atención para los estudiantes.  Conclusiones:  la academia fue sorprendida por la pandemia, como sucedió con la población en general. No se articularon suficientes estrategias para poder enfrentar las diferentes situaciones que generaron el estrés académico. Es necesario abordar la resiliencia para todas las eventualidades de salud.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  COVID-19 has been a considerable challenge to obtain high-quality training for students in the Nursing area because universities continued with norms, outdated strategies that did not respond to changes. Objective: to analyse the characteristics of academic stress in Nursing students during the teaching-learning process in times of the COVID-19 pandemic.  Methods:  a systematic bibliographic review was carried out to develop a reflective critical analysis on the content of the bibliographies, with a documentary search based on the 32 previously selected original scientific articles, publications in English, Spanish and Portuguese in the Scopus databases, Pubmed, Dialnet, Scielo, Elsevier, Latindex, and Web of Science. The keywords used were stress, academy, resilience, pandemic, and virtual teaching.  Development:  the change from the face-to-face to the virtual environment caused a significant shift in the development of the teaching-learning mode, generating stress, for which reason care protocols for students must be managed.  Conclusions:  the academy was surprised by the pandemic, as it happened with the general population. Not enough strategies were articulated to be able to face the different situations that generated academic stress. Resilience needs to be addressed for all health eventualities.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrés fisiológico]]></kwd>
<kwd lng="es"><![CDATA[pandemias]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="es"><![CDATA[educación médica]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de enfermería]]></kwd>
<kwd lng="en"><![CDATA[stress, physiological]]></kwd>
<kwd lng="en"><![CDATA[pandemics]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
<kwd lng="en"><![CDATA[education, medical]]></kwd>
<kwd lng="en"><![CDATA[students, nursing]]></kwd>
</kwd-group>
</article-meta>
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