Current State of Physical Assessment Education for Newborn and Infant Visits in Public Health Nursing Schools in Japan: A Nationwide Cross‐Sectional Study

Objective Physical assessment by public health nurses is vital for childhood health, but its education remains unclear. This study examines the structure, process, and outcomes of physical assessment education for newborn and infant home visits in public health nursing schools. Design Nationwide cross‐sectional study. Sample Of the 280 public health nursing schools in Japan, 85 were analyzed. Measurements Survey based on Donabedian's model: structure (e.g., program type), process (e.g., practice‐oriented education score), and outcome (e.g., proportion of graduates who achieved the graduation goal). Descriptive statistics and regression analysis were conducted. Results Although 69.4% of schools rated physical assessment education as “very important,” graduation goals varied substantially: 11.8% targeted “Does independently with minimal guidance,” 32.9% “Does under supervision,” 50.6% “Shows,” and 4.7% “Knows.” Practice‐oriented education scores ranged widely across schools (9–80). Higher graduation goal levels were significantly associated with greater practice‐oriented education (B = 5.669, p = 0.024). Greater practice‐oriented education was positively associated with higher proportions of graduates achieving graduation goals (B = 0.029, p = 0.042). Conclusions Substantial variability exists in the structure and delivery of physical assessment education for newborn and infant home visits. Strengthening practice‐oriented, competency‐based education may support more consistent competency development in foundational education. Trial Registration Clinical trial registration was not required for this study.