A grounded theory on the formation of the professional identity of clinical nutritionists in Mexico

Abstract

Introduction: Professional identity formation (PIF) is a complex process in which students internalize and reproduce the values and norms of their professional field. From the perspective of symbolic interactionism (SI), PIF is constructed and transformed through shared experiences. This approach is particularly useful for analyzing hospital learning environments, where interactions play a key role in shaping the identity of clinical nutritionists.

Objective: To develop a grounded theory that describes the experiences of nutrition students and explains the process of constructing their professional identity as clinical nutritionists.

Method: Constructivist grounded theory complemented by SI was applied. Semi-structured interviews were conducted to collect data from six students who completed their social service at the Civil Hospital of Guadalajara “Dr. Juan I. Menchaca” and two additional students in transition. The data were coded in multiple phases (initial, focused, and theoretical), ensuring anonymity and adhering to the criteria of credibility, originality, resonance, and usefulness.

Results: PIF process was structured into three phases: “transformation of the professional role,” “validation of competencies in practice,” and “recognition in the clinical context.” Negotiations at internal, interdisciplinary, and social levels were identified, forming a “360º negotiation” process. The interviews revealed how students experience identity transformations, face recognition challenges, and adopt strategies to make their professional role visible and validated.

Conclusions: The construction of professional identity in clinical nutritionists is a dynamic and multifaceted process. The theory proposed here offers an innovative perspective for understanding this process and highlights the need to address the tensions and challenges inherent in clinical practice. These findings have important implications for nutrition education and suggest future research directions in other health professions.