Objetivo: Descrever as técnicas diagnósticas para a elucidação da Doença Falciforme. Metodologia: Estudo de revisão integrativa embasada em análise de artigos publicados por meio digital, como SciELO, Google Acadêmico e em livros digitais e o período do estudo foi referente a 2009 até 2019. Resultados: A ciência ao longo dos anos tem investido em métodos mais modernos e eficazes para o diagnóstico da DF, bem como há vastas pesquisas sobre a temática, contribuindo para o alcance do objetivo e questão norteadora proposto nessa pesquisa. No entanto, as técnicas diagnósticas para a elucidação da DF não são usadas como rotina laboratorial, e apesar de ser realizado o teste do pezinho após poucos dias de vida da criança, é importante que se torne rotina a realização desses testes adicionais, a exemplo do hemograma que pode direcionar de maneira eficaz o quadro clínico em que o paciente se encontra. Considerações Finais: Nesse contexto, destaca-se, que faltam pesquisas direcionadas à região Norte, que possui elevados índices da doença.

the dynamics developed in the teaching-learning process in the discipline Nursing Care in Emergency and Trauma, taught in the 7th semester of the undergraduate nursing course, in the period referring to the second semester of 2019. Result: During the monitoring experience, activities were carried out in the realistic simulation laboratory, as well as in the classroom, with the purpose of reinforcing the contents of the curricular component, as well as clarifying possible doubts from students about the health care process addressed in classroom by the professor. It is considered that the relevance of academic monitoring in higher education goes beyond the acquisition of a curricular title; because in addition to fostering an

Objective: to describe the experience of professors and students of the undergraduate nursing course in the use of realistic simulation as a methodology to facilitate the teaching-learning process in the curricular component "Nursing Care in Emergency and Trauma". Method: experience report, with participatory observation of professors and students of the undergraduate nursing course at the University of the Amazon, Belem, State of Para, Brazil, regarding the use of active methodologies in the construction of teaching in Urgency and Emergency, in the period included from August 6 to December 22, 2019. Result: in this teaching-learning process, with the simulation methodology, teachers played a fundamental role, acting as facilitators, emphasizing self-directed and student-centered learning. Such experiences allowed the actors involved to see teaching in the laboratory as a privileged space, which requires constant interaction between academics and teachers when integrating theory learned in the classroom with practice. Conclusion: the use of realistic simulation as an active teaching methodology, contributes to increase the self-confidence, self-knowledge and psychomotor skills of students in practice, in addition to providing theoretical-practical dialogue aimed at the profile of the professional to be trained.

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