Carin is a Lecturer in Health Services Research in the School of Health and Social Care. Her research interests are healthcare organisation and culture, including training, student retention and professional preparation. She has a particular interest in patient safety and issues of governance and accountability across healthcare organisations. This includes questions around how healthcare performance, quality and safety is regulated and monitored at all levels of the healthcare care system.
Principal Investigator on the AaRK Project (Academic award and Recontextualising/Re-using Knowledge), which is exploring how newly qualified nurses use the knowledge learnt in university to allow them to organise, delegate and supervise care on the wards when working with and supervising healthcare assistants.
Research methods and design.Qualitative methods and data analysis.Module leader: policy, politics and power.Research Governance.Ethnography.Case study methods.Patient Safety.
Teaching and supervisionAll aspects of research projects:Grant proposal writingLiterature reviewsRecruitment and negotiating site accessData collection and analysisReport writingWriting for peer review journalsDissemination of research findings, presentation at conferences and funding bodies
Selected conference presentations
Magnusson C, Systems of Accountability for Patient Safety: The Case of Healthcare Associated Infections in NHS Acute Care, RCN Research Conference, Belfast, March 2013.
Magnusson, C, 'Organisational Governance: Accountability for Health Care Associated Infections' Poster, Patient Safety Congress, Birmingham, May 2010.
Magnusson, C, 'Organisational Governance: Accountability for Health Care Associated Infections', National Patient Safety Agency, London, Dec 2009.
Magnusson C, 'Governing for Patient Safety'. Workshop: Critical Perspectives on Governance. 15-17 April 2009. University of Bath. Full paper available at: http://www.bath.ac.uk/soc-pol/documents/GovernanceWorkshop09/group1-magnusson.pdf
Magnusson C, 'Organisational Governance and Patient Safety: Case of Healthcare Associated Infection (HCAI)'. 7th Annual Meeting of the Quality Improvement Research Network, 23 March 2009. Mannheim, Germany.
Magnusson, C & Horton, K, Student Retention in Higher Education: role and process of student exit interviews. Athens Institute for Education and Research, 26-29 May 2008, Athens.
Magnusson C, Volante M & Smith P, 'Supporting Student Nurses from Diverse Backgrounds'. RCN Joint Education Forums 1st International 'Beyond the borders' Conference, 5-7 July 2007 Brighton.
Smith P, Knibb W, Magnusson C & Bryan K, 'Health care assistant work: is it nursing?' Part of Symposium: What is nursing in the new millennium? 2007 RCN International Research Conference, 1-4 May 2007.
Smith P, Magnusson C, 'Emotions at Work: The Case of the British National Health Service (NHS). Royal College of Nursing Annual International Nursing Research Conference, 8-11 March 2005, Belfast.
Magnusson C, Finnerty G, Pope R, 'Methodological Triangulation in Midwifery Educational Research'. Hawaii Conference on Education, 3-6 January 2005, Honolulu, Hawaii.
Magnusson C, Crockford K, 'Mapping Clinical Placements: Putting meaning into data'. Developments in Nurse Education Conference, 10 June 2004, University of Salford.
not in relation to learning clinical skills. Evans and Guile?s (Practice-based education:
Perspectives and strategies, Rotterdam: Sense, 2012) theory of recontextualisation is
used to explore the ways in which invisible or unplanned and unrecognised learning
takes place as newly qualified nurses learn to delegate to and supervise the work of
the healthcare assistant. In the British context, delegation and supervision are thought
of as skills which are learnt ?on the job.? We suggest that learning ?on-the-
invisible construction of knowledge in clinical practice and that delegation is a particularly
telling area of nursing practice which illustrates invisible learning. Using an ethnographic
case study approach in three hospital sites in England from 2011 to 2014, we
undertook participant observation, interviews with newly qualified nurses, ward managers
and healthcare assistants. We discuss the invisible ways newly qualified nurses
learn in the practice environment and present the invisible steps to learning which
encompass the embodied, affective and social, as much as the cognitive components
to learning. We argue that there is a need for greater understanding of the ?invisible
learning? which occurs as newly qualified nurses learn to delegate and supervise.
This research, using interviews, aims to develop a greater understanding of patients and doctors experience of communicating treatment and management during medical encounters, in light of the need for a more person-centred approach in decision-making to enhance quality of patient care and improve outcomes. Forty-six semi-structured interviews were conducted with doctors and patients with Type 2 Diabetes from one of the government hospitals in Eastern Province, Saudi Arabia. Data were analysed with the aid of NVivo using thematic analysis. Evidence suggests that people living with diabetes in Saudi Arabia seem to value opportunities to be involved in everyday decision-making about their care. How these opportunities are created, understood, supported and sustained in healthcare settings remains to be determined. In this study, most of the doctors reported that involving patients into decision-making was challenging because most patients did not feel they had sufficient knowledge and confidence to do so; however, many patients reported that they did want to engage in decisions about their health but did not feel actively listened to, respected, and empowered to do so. Both groups of participants identified contrasting expectations and perceptions regarding communication within the doctor-patient relationship. The findings of this study demonstrate the need for doctors to collaboratively pursue opportunities to ensure that person-centred interactions are more consistently evident in practice. The study not only adds to what is known about the benefits of patient participation, but also provides robust evidence for policy makers and practitioners arguing for the benefits of this.
Keywords: Evidence-based practice, shared decision-making, type 2 diabetes, patients? preferences and participation, self-management.
Magnusson C, O'Driscoll M & Smith P (2007) New Roles to Support Practice Learning - Can they Facilitate Expansion of Placement Capacity. Nurse Education Today 27 (6) 643 - 650
Finnerty G, Graham L, Magnusson C, Pope R (2006) Empowering midwife mentors with adequate training and support. British Journal of Midwifery, 14 (4), 187-190
Magnusson C, Finnerty G, Pope R (2005) Methodological Triangulation in Midwifery Educational Research. Nurse Researcher, vol. 12 (4), pp. 30-39
Finnerty G, Pope R, Graham L, Magnusson C (2005) Do we value our midwife mentors? MIDIRS, 15 (2), pp. 158-162
Project reports/other publications
Pearson P, Howe A, Smith P, Steven A, Magnusson C, et al (2009) Patient safety in health care professional educational curricula: examining the learning experience, Report to the Patient Safety Research Portfolio/Department of Health. http://www.haps.bham.ac.uk/publichealth/psrp/documents/PS030_PSRP_Report_FINAL_0609.pdf
Fulop N, Chamberlain J, Baeza, Humphrey C, Magnusson C, Rothstein H (2008) Governing for Safety. King's Patient Safety and Service Quality Research Centre. Organisational Governance Programme. Working paper 1.
Horton K, Magnusson C (2008) Reducing attrition: a review of exit interview processes. Fund for Widening Participation Initiatives. University of Surrey.
Magnusson C, Smith P, Volante M (2006) Widening Participation: Supporting Student Nurses from Diverse Backgrounds. Fund for Widening Participation Initiatives. University of Surrey.
Knibb W, Smith P, Magnusson C, Bryan K (2006) The Contribution of Healthcare Assistants to Nursing. Report for the RCN (Royal College of Nursing).
Smith P, O'Driscoll M, Magnusson C, Axelrod L (2003) Higher Education Institutions Mapping Clinical Placements. University of Surrey.
Pope R, Finnerty G, Graham L, Magnusson C (2003) An investigation of the preparation and assessment for midwifery practice within a range of settings. To the funder: Hospital Savings Association. University of Surrey. ISBN: 1844690016
Graham L, Magnusson C, O'Driscoll M, Pope R, Robinson R (2003) Evaluation of Pre-Registration Nursing and Midwifery Curricula (1999).