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Objective: to describe some perceptions about the experience of the virtual teaching period and reflect on some of the impacts of the transition from classroom to classroom in a virtual environment in higher education in nursing that occurred during the pandemic caused by the new coronavirus. Method: this is an experience report, with participatory observation about the experiences of teachers of the Bachelor of Nursing course at Escola Superior da Amazônia (ESAMAZ), Belém, State of Pará, about the dynamics developed in the teaching-learning process in Pre-Hospital Urgency discipline, from August to December 2020. Result: In this brief report we present some perceptions of the period of virtual education that occurred during the pandemic caused by the new coronavirus. Not making exclusive use of a chronological order, we recorded facts and situations that led to the actions that guided virtual nursing classes and the impressions of this experience. Conclusion: the situations described here may corroborate with the experiences of other teachers, showing that it is not enough to use digital information and communication technologies in teaching, training, time and strategies are needed for an adequate incorporation of these technologies in nursing education.

methodologies and formative evaluation, through the reflective portfolio, teachers played a fundamental role, acting as facilitators, emphasizing self-directed and student-centered learning. Such experiences provided the actors involved, teachers, students and managers, to see teaching as a privileged space, which allows constant interaction at the moment of integrating theory learned in the classroom with practice. Conclusion: the use of active teaching methodologies and consequent evaluation through the assessment tool, online portfolio, contributes to increase the self-confidence, self-knowledge and reflexive competence of students throughout the training process, in addition to providing theoretical-practical dialogue aimed at the profile of the professional that it aims to form.

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.