A Grounded Theory Investigation of the Professional Identity Development of Nigerian Optometrists: Implications for Educational Reform

Professional identity, the internalized sense of what it means to be a practitioner in a given field, is a foundational determinant of clinical behavior, interprofessional collaboration, and lifelong learning in healthcare professions. Despite its theoretical importance, the development of professional identity among Nigerian optometrists, particularly in the context of ongoing scope of practice debates and professional recognition challenges, has not been systematically investigated. This study employs constructivist grounded theory to investigate the professional identity development trajectories of Nigerian optometrists across five career stages: final-year student, newly qualified practitioner, mid-career clinician, academic educator, and professional leader. Sixty in-depth interviews and eight focused group discussions will be conducted with participants purposively sampled across all six geopolitical zones to ensure socio-ecological diversity. Constant comparative analysis and theoretical sampling will be applied until theoretical saturation is achieved. The study will produce an original substantive grounded theory of professional identity development for Nigerian optometrists, identifying core categories, processes, and contextual conditions. Findings will make a significant original theoretical contribution to health professions education and professional sociology, with direct implications for curriculum design, mentorship frameworks, and professional association policy in Nigerian optometry. The model will be submitted to Nigerian optometry training institutions and ODORBN for integration into educational reform agendas. Keywords: professional identity, grounded theory, Nigerian optometrists, educational reform, optometry training