INTERACTIVE VIRTUAL TOUR IN NURSING EDUCATION: MULTIMEDIA RESOURCES AND ACCESSIBILITY IN HIGHER EDUCATION

Abstract

The general objective of this research was to investigate the contributions of using interactive and accessible resources, such as virtual tours, to the quality of Nursing education in higher education. A bibliographic research methodology with a qualitative approach was adopted, centered on the analysis of academic studies and relevant normative documents on educational technologies, active methodologies, and accessibility. The theoretical framework is grounded in Bacich and Moran (2018), Minayo, Deslandes and Gomes (2025), Santos, Medeiros and Meroto (2024), and Xavier (2023), who discuss the integration of digital media into the curriculum, student-centered learning, teacher mediation, and the practical challenges of inclusion. The findings indicate that interactive resources, especially virtual tours, foster engagement, contextualization of content, safe practice in simulated environments, and personalization of learning pathways, with the potential to enhance student autonomy and formative assessment. However, technical and institutional barriers persist, such as limitations in infrastructure and connectivity, production and maintenance costs, gaps in teacher training for instructional design, and the need to ensure accessibility by design (captions, image descriptions, simplified navigation, enlarged reading options, and visual contrast). It is concluded that the effective adoption of these resources requires strategic planning, institutional accessibility policies, continuous teacher training, and mechanisms for monitoring and improvement. Such measures are essential to ensure equity and quality, expanding access and participation for all students in Nursing education.