Objectives: to identify in the literature the applicability of active teaching-learning methodologies in health. Methodology: integrative review carried out in the Virtual Health Library using the descriptors in health sciences: Active methodologies; Health; Applicability. Results: 31,500 articles were found and, after careful reading, eleven were selected in the Virtual Health Library. The making of the patchwork quilt stood out; Digital Information and Communication Technologies; twine; thematic workshops with practical activities and previous questions for reflection and criticism were also used; patient care, analysis of real cases, role-playing (decision making and competence demonstration); documentaries and television series; mock jury; conversation wheel; movie theater with popcorn; tutorial group; constructivist spiral; flipped classroom and peer instruction, as well as its pedagogical foundations; problematization with the Arch of Charles and Maguerez; Project-Based Learning; the three Pedagogical Moments; Puppet theater and musical parodies; Directed study, flipped classroom, concept map and mind map; interactive dialogued class; case studies; oral presentation of contents; kahoot; Forum; LPAM (Learning Practice Assessment Material); ESCAPE ROOM; Problem Based Learning; Video lessons; theaters and recreational activities. Final Considerations: Reflective teaching, appropriate to the context, of methodological quality has the ability to instigate an expanded and transdisciplinary vision, in addition to promoting social changes resulting from the increase of individual and collective awareness.

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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.

The study aimed to bring current data on hospital infections, identifying the number of infections in four years in five hospitals in western Pará (Brazil). Data collection was carried out by consulting the information bank of the Health Department of the Municipality of Santarém. These hospitals operate in the municipality of Santarém, in the northern region of Brazil. Public or private hospitals that perform surgical procedures were used as inclusion criteria. The study identified that the Regional Hospital of Baixo Amazonas has the highest rates of nosocomial infections and that bloodstream infection was the most frequent in this unit. In addition, there was a notable correlation between the total number of surgeries performed in hospitals and the total number of deaths from nosocomial infections and between the total number of infections and the total number of deaths from infections.

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.