“Ice Breakers, Big Ideas, and Brave Voices: Becoming the Leader I Never Knew I Could Be”

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  • Devansh Chiralayath Njalil Baburaj (3rd year Bsc. Nursing (Adult) (Hons.)).

Devansh Baburaj | LinkedIn

When I signed up for the Leadership Academy at Swansea University, guided by the brilliant Beryl Mansel, I thought it would simply add another skill to my academic toolkit. What I didn’t expect was a journey that would challenge my assumptions, stretch my confidence, and leave me with friendships and memories that I know will last far beyond the walls of the university.

Leadership is a word we hear often—attached to job descriptions, corporate values, and motivational posters—but living it is something altogether different. Over the course of this academy, I discovered that leadership is not about power or position. It is about people, presence, and purpose. And most importantly, it is about growth.

First Steps: From Strangers to Allies

Walking into the room on the first day, I felt the familiar twinge of nerves: new faces, new expectations, and the unknown ahead. But almost instantly, those nerves were eased by the ice breakers. Simple as they were, they worked like magic. In minutes, laughter filled the room, stories were shared, and barriers dissolved.

One moment that stays with me was when we each revealed a quirky fact about ourselves. The room erupted with laughter as we uncovered hidden talents, odd habits, and surprising hobbies. It may have looked like fun and games, but beneath it was a profound lesson: connection comes before collaboration. As John C. Maxwell reminds us, “People don’t care how much you know until they know how much you care.” That care began in those light-hearted moments.

Fuelled by Inspiration

The inspirational talks throughout the academy were like sparks lighting a fire. Some were stories of resilience, others lessons in vision and responsibility, but each left me reflecting deeply.

One idea struck particularly hard: “Leadership is not about being in charge. It’s about taking care of those in your charge.” I realised I had been measuring leadership by how well I could lead from the front. The academy showed me that true leadership is also about knowing when to step back, listen, and create space for others to shine.

“True leadership is not about standing at the front, but about creating space where others can rise” – this is another lesson I learned.

Coaching: The Mirror of Growth

The coaching sessions were unlike anything I had experienced before. Instead of being told what to do, I was asked questions that lingered long after the conversation ended.

My coach asked me: “What would it look like if you trusted yourself more?” That single question cracked open a floodgate of reflection. I realised how often I second-guess myself, not because I lack knowledge, but because I fear imperfection. Coaching taught me that leadership is not about flawless execution—it is about courageous progression.

Those sessions became my mirror. They helped me see the leader I already was and the leader I could become.

The Verbal Pitch: Pressure Meets Purpose

The academy wasn’t just about reflection—it was also about action. The verbal pitch exercise was the ultimate test of composure and teamwork. Without the crutch of slides or props, it was just us—our voices, our conviction, and our ideas.

Preparing for the pitch was both chaotic and exhilarating. We brainstormed passionately, debated fiercely, and laughed at our own mistakes. There was even one rehearsal where someone lost their train of thought mid-sentence and improvised an entirely new ending—much to our amusement. But through it all, we discovered the power of collective creativity.

When the time came to deliver our pitch, I felt my nerves transform into energy. We spoke with clarity and conviction, and in that moment, I understood what leadership feels like in action: not controlling every detail, but trusting in the strength of the team.

My Leadership Growth

Reflecting on the academy, I can trace a clear arc of growth. I arrived with a narrow view of leadership—seeing it as confidence, authority, and control. I left with a broader, richer understanding.

I grew in four ways:

  1. Self-Awareness – I learned to see myself honestly: strengths to build on and blind spots to address.
  2. Resilience – I found that setbacks are not failures but springboards for growth.
  3. Collaboration – I experienced first-hand that diverse voices make stronger solutions.
  4. Vision – I began to look beyond immediate tasks to the bigger picture of impact.

As Beryl reminded us, – Leadership is not about titles, positions, or flowcharts. It is about one life influencing another. That idea has become my personal definition of leadership.

“Leadership is not a title we wear—it is an influence we share” –  is what I learned from this experience

Friendship and Fun: The Heartbeat of the Academy

What made the academy truly unforgettable was not just the theories or the exercises—it was the people. The friendships formed during those days gave the programme its heartbeat. We cheered each other on, celebrated small victories, and shared laughter that lightened even the most serious moments.

One of the best lessons I learned was that fun is not the opposite of leadership; it is part of it. Laughter builds trust, and trust builds teams. The bonds we formed made the learning richer, the challenges lighter, and the experience unforgettable.

Learning by Doing: Academic Reflection

From an academic perspective, the academy mirrored Kolb’s Experiential Learning Cycle (1984):

  • Concrete Experience: ice breakers, talks, coaching, and the verbal pitch.
  • Reflective Observation: thinking about what worked and what didn’t.
  • Abstract Conceptualisation: connecting experiences to theories like servant leadership and transformational leadership.
  • Active Experimentation: applying insights in new contexts.

This cycle ensured that every activity was not just an event but a lesson embedded in theory and practice.

A Lasting Legacy

Looking back, the Leadership Academy has left a permanent imprint on me. It was not just about learning to lead—it was about learning to grow, to connect, and to inspire. I entered as a student eager for skills, but I left as a developing leader with purpose, confidence, and vision.

The experience confirmed for me that leadership is not a destination. It is a lifelong journey of listening, learning, and lifting others along the way.

As John C. Maxwell beautifully put it: “A leader is one who knows the way, goes the way, and shows the way.” Thanks to this academy, I now feel more ready to do just that.

Closing Thoughts

If I could describe the Swansea University Leadership Academy in one sentence, it would be this: It was not a programme, but a transformation—filled with laughter, lessons, and leadership that will guide me for years to come.

To Beryl Mansel, thank you for your wisdom and encouragement. To my coaches, thank you for holding up the mirror when I needed it most. And to my fellow participants, thank you for the laughter, the energy, and the friendships that made this journey unforgettable.

As I move forward, I do so with gratitude, courage, and a pocket full of ice-breakers—because you never know when a fun fact might just spark the next great collaboration.

“The Swansea Leadership Academy didn’t just teach me how to lead—it showed me why leadership matters.”

Navigating Leadership: My Leadership Journey – “Bite your tongue, Chris😜!”

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Chris Jo Padikkal, Student Adult Nurse (UGY -2) M23 Cohort, B.Sc. (HONS) Adult Nursing, Full–time

Chris Jo Zijo Padikkal | LinkedIn

Once upon a time in the land of Swansea University, I embarked on a leadership odyssey that promised to transform me from a student into an inspiring leader. Little did I know that joining the Student Leadership Academy would be my gateway to a world of opportunity, where I would rub shoulders with CEO(s), Director(s), and Matron(s) and grow into the future leader I aspired to be.

The Adventure Begins

When I first set foot into the Student Leadership Academy, I expected a series of workshops, maybe a few PowerPoint presentations, and some free coffee. What I found instead was a great scene setter for the leadership conference, The Council Chamber, the best place to start your leadership journey, a treasure trove of experiences and connections that would shape my leadership journey forever. It was like stumbling into a parallel universe where everyone was just as driven, ambitious, slightly caffeinated and sugar-rushed by the amount of free Haribo’s and lollipops on the table. The people I met were not just students; they were aspiring CEO(s), Director(s), Matron(s) and Healthcare Leaders, each with a unique vision for the future of our healthcare.

One of the most thrilling aspects of my journey was the opportunity to network with the titans of the healthcare industry. Picture this: standing in a room with individuals who have ‘CEO’ on their business cards, and not because they printed them at home, but because they worked their dream into their reality. Engaging with these leaders gave me insights into the workings of the healthcare system and exposed me to diverse leadership styles. It was like getting a backstage pass to a concert, but instead of rock stars, I was mingling with healthcare pioneers.

Meeting these leaders wasn’t just about collecting LinkedIn connections and recommendations; it was about soaking in their wisdom, understanding their challenges, and learning how to navigate the complex world of healthcare and the NHS, which is a beast of its own. They taught me the importance of visionary leadership, adaptability, and most importantly, the art of speaking and listening.

The academy was a melting pot of talent from various disciplines and backgrounds, each bringing a unique perspective to the table. This interprofessional collaboration was crucial in creating what I like to call “the future MDT (Multidisciplinary Team) dream team”.

We shared ideas, challenged each other’s assumptions, and learned to work together towards a common goal. The friendships I forged here were not just professional alliances; they were bonds that I would cherish and last for the rest of my lifetime.

Every hero needs a mentor, and I was fortunate to have one who was as brilliant as he could be, Simon James, National Lymphoedema Specialist Practitioner with Lymphoedema Network Wales. Previously having studied Nursing at Swansea University and having participated in Swansea SLA & National SLA as a student, Simon helped me navigate the treacherous waters of leadership with wisdom and grace. One area where I needed significant enlightenment was my communication skills. Apparently, telling people they were wrong (no matter how true that was) with the subtlety of a sledgehammer and a sassy face wasn’t the best approach.

I learned that maintaining a calm conversation, even when someone was at fault multiple times, was crucial in creating a nurturing environment. My mentor taught me that while intervention is essential, there comes a point where you have to bite your tongue, let it go, and find peace in knowing you’ve done your best. This wasn’t about ignoring the problem, but about recognising the limits of your influence and preserving your sanity.

Additionally, I was invited to an Additional Practice Learning Experience (APLE) or SPOKE Placement, in Cwm Taff Morgannwg University Health Board, to learn about Lymphoedema care and management. Also, it was important to understand that less is more, meaning, sometimes, however much we want to do, we can’t fix everything in one short appointment. I saw in real time how other contexts of healthcare, apart from the disease condition in itself, play into the health of a community. It gave me an immense understanding of the importance of nurses not only being patient advocates but also patient activists. But that’s a conversation for another blog. Let’s get back to communication.

Communicating in Healthcare: Tips and Tricks

Communicating effectively in the high-pressure world of nursing and healthcare is both an art and a science (Webb, 2020). Here are some tips I picked up on my journey:

  1. Listen Actively: Before jumping in with a solution, listen to what the other person is saying. Sometimes, people just need to feel heard. Innovative solutions always have room for active listening (Webb, 2020).
  2. Stay Calm: Emotions can run high in healthcare settings. Keeping your cool can prevent situations from escalating (Grant & Goodman, 2019; Webb, 2020).
  3. Be Empathetic: Try to understand things from the other person’s perspective. Empathy can diffuse sudden anger, tension and build trust (Webb, 2020).
  4. Use “I” Statements: Instead of blaming, express how the situation makes you feel. This can lead to more productive conversations (Webb, 2020).
  5. Set Boundaries: Know when to step back. Not every battle is worth fighting, and sometimes it’s better to agree to disagree and let it go (Grant & Goodman, 2019; Webb, 2020).
  6. Seek Solutions, Not Blame: Focus on finding a way forward rather than dwelling and moaning on who was at fault (Grant & Goodman, 2019; Webb, 2020).

The Journey Continues

As I reflect on my journey with Swansea University’s Student Leadership Academy, I realise that leadership is not a destination but a continuous journey of growth and self-discovery. The skills I acquired, the connections I made, and the lessons I’ve learned have equipped me to face the challenges of the healthcare world with confidence and resilience.

So, if you ever find yourself at Swansea University, I urge you to embark on your own leadership adventure. Who knows, you might just find yourself in a room full of future CEO(s), Director(s), Matron(s) and Healthcare Leaders dreaming up the next big thing in healthcare, while you munch through those packets of Haribo’s.

Cheers to the journey ahead, future director 😉; you’d do brilliant, trust the process!

References

Grant, A., & Goodman, B. (2019). Chapter 4: Understanding potential barriers to the safe

Effective practice of communication and interpersonal skills. In M. Standing & S. Walker (Eds.), Transforming Nursing Practice: Communication and Interpersonal Skills in Nursing (4th ed., pp. 67–85). Learning Matters.

Webb, L. (2020). Communication skills in nursing practice. Sage.

My journey into leadership as a student midwife

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by Kelsie McQueen-Davies

My leadership journey seemed to begin when we had a lecture within my first module as a student midwife, in this session we were encouraged to look at the different types of leadership methods. I learnt that leaders are not necessarily managers, and anyone could be a leader. Following the session, we were encouraged that if we wanted to further our knowledge on leadership and begin a journey in finding our leadership methods then to apply for the Swansea university leadership program. At first, I was unsure if applying for the course was the correct thing to do, my personal tutor asked if I had thought about applying for the program and said it would be a fantastic opportunity for myself. Following this I plucked up the courage to apply, when I had the email confirming my space on the program, I was shocked and excited to see where this journey would take me.

During the first two conference days I had the opportunity to meet some wonderful fellow students from other subjects and work with them on different tasks. We were introduced to different leadership types and how some work at enhancing people’s abilities where others do the opposite. During this type I had the opportunity to explore emotional intelligence leadership as this was a key part of the conference day, the key aspects of this leadership type intrigued me further. I found myself imagining that if I was to progress into leadership that this was the type of leader I would like to be supportive, encouraging, motivational and empathetic.

Following this opportunity, it made me reflect on my previous carrier before studying midwifery, during my 7 years at Costa coffee it showed me an insight on the different types of leadership although I never realised this at the time. I witnessed first hand how with support people could achieve greatly but when this wasn’t available then things would become hard. I managed to progress to a supervisor role and although I had a lack of support by management, I knew that was not the way I wanted to work. Now looking back, I can see how I was a mixture between transformational and supportive leadership types, I describe myself as these types at the time I was exhibiting traits of both however I feel I could relate more wit0h the supportive leadership role.

In one of our activities on the second day we discussed within a small group of ways to improve experiences that students have within our area of study. From this I thought of a way of improving the midwifery buddy system, this system was designed as a one-to-one support network between a second year and first year student to support them within their first year of studying the midwifery course.

I could see areas to improve as there was a lack of communication between the second year in first year and in some instances, there was no initial contact at all. I considered whether having all the year groups included within a buddy group would be an improvement in the buddy system as it would allow multiple people to communicate together and share support rather than a one-to-one where there was no pressure an individual to support someone as this can be uncomfortable to begin with if there was no prior experience. I began discussing this with my personal tutor and we planned on creating the new buddy system as a support network for small groups with a mixture over the three cohorts. As part of the NMC code 9.4 midwives and nurses should support others with their learning and development, therefore practicing this technique as a student can support us further once qualified with our confidence to support future students (Nursing & Midwifery Council (NMC), 2018).

As part of the leadership programme, I was given a mentor where we had a few meetings together to see how I was getting on with my leadership journey, where it was heading and to answer any questions or offer any support. I found this very beneficial especially when discussing leadership skills, I was being exposed to through practise and explaining how there were aspects of some individuals that I would like to incorporate into my leadership skills however there was other aspects of other individuals that maybe I wouldn’t incorporate. Having the ability to speak openly with someone regarding this and having feedback on the different types of leadership skills and values assisted me further in developing the new buddy system. I found my mentor very approachable and the knowledge she was passing down to me very beneficial as although we didn’t work within the same area, we had common values and just discussing leadership journeys allowed me to further understand the importance of a leadership role and understanding the different types.

From having this opportunity to delve deeper into leadership my knowledge has grown especially around emotional intelligence leadership, I believe the ship is gold standard and should be the goal that everyone strives to achieve. It is empowering for not just the leaders but also their employees and is a stepping stone to inspire others to experience leadership. Elements of emotional intelligence is the leader’s ability to acknowledge and manage their own emotions whilst also empathising with others, this will assist with building trust, loyalty and respect, whilst also showing adaptability team through challenges or change, and having communication skills that allows you to listen explain and have an open dialogue with others. These elements demonstrate gold standard leadership.

I’ve learned that anyone can manage but only some can lead, and this is because there is a great difference between management and leadership. Management tends to focus on organising and controlling so that the workflow is running smoothly, whereas leadership tends to focus on inspiring, encouraging and empowering so that employees feel a part of a team. However, it is understandable that leaders need to manage their tasks but there is also a need to inspire and elevate their teams as this will create a better working environment. This can be hard to achieve but with tools and support this is the best way forward. I feel from the further reading I have done on this topic; I am aware of what I need to work on and achieve to be a better leader for myself and my future work colleagues.

Looking forward to the future I believe that the experiences I have gained from this course has shaped me and will continue to shape me as a leader. I will continue to look at ways to improve my leadership skills and to support, encourage and empower others to look at their own leadership skills. The new student midwifery buddy system is a project that I will be focussing on and will hopefully make a change in the way students feel supported by their fellow student. Because this journey shapes us for our future and the future can be tough at times but with support and guidance, we can all achieve our goals.

References

Abdul-Rahim, H. Z., Sharbini, S. H., Ali, M., & Abdul-Mumin, K. H. (2024). Building strong foundations in leadership and management for midwifery students. British Journal of Midwifery, 32(1), 38–44. https://doi.org/10.12968/bjom.2024.32.1.38

da Silva Tiago, R. (2024). The Value of Emotional Intelligence in Midwifery: Enhancing Care and Outcomes for Mothers and Infants through Sustainable Development Goals and Leadership. Journal of Womens Healthcare & Midwifery Research, 1–6. https://doi.org/10.47363/JWHMR/2024(3)119

Dickson, C. A. W., Merrell, J., McIlfatrick, S., Westcott, L., Gleeson, N., & McCormack, B. (2024). Leadership practices that enable healthful cultures in clinical practice: A realist evaluation. Journal of Clinical Nursing, 33(3), 982–997. https://doi.org/10.1111/jocn.16951

Nursing & Midwifery Council. (2018). The code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. http://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/revised-new-nmc-code.pdf

Terry, R., & Spendlove, Z. (2025). Early career midwives’ experiences of development opportunities and their relation to retention and job satisfaction: an interpretative phenomenological analysis study. BMC Pregnancy and Childbirth, 25(1), 156–15. https://doi.org/10.1186/s12884-025-07227-6

Student leadership Academy Reflection

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by Daniel Marks

Going into the course having previously attended leadership style educational events in the past I expected it to be more around the theory and how to put it into practice within our chosen areas. Upon taking part in the day sessions and moving forward into the discussions that took place between myself and my mentor I realised that it wasn’t really that and more about peoples lived experiences and how they were able to adapt their practices and lives in developing themselves as leaders. I had confidence in myself but did find it difficult to put ideas forward that I had due to feeling that those ideas weren’t good enough or that they simply wouldn’t be willing to have those conversations required in order for development to take place not just in practice but my own personal development journey.

Through discussion with my colleagues, lecturers and my mentor, I was fortunate to learn that my ideas had a place within the field I was looking to implement them within. The elevator pitch session stuck out to me, I was now aware that my ideas were valid and now I had to take them to the people that were going to be able to aid me in facilitating their implementation into practice. However whilst I was confident in being able to discuss them within my comfort zone, my learning group and lecturers for example. Taking them forward to the people that could actually allow me to make a difference was a different matter entirely.

Using the elevator pitch as a basis I began by reaching out to those people that could affect the change, upon receipt of their agreement to discuss with me I determined that the little time they were allowing me would have to be maximised. The academy had given me the skills, being able to put across the critical information around my change, whilst putting it in clear language with provision of some evidence of what I would like to implement would aid in facilitating the changes that I wished to bring about. Discussions with my mentor taught me that I was very passionate about my area of study and that things I had learnt in the past would allow me to discuss my passion in a confident manner and gave me the feeling that I actually knew what I was talking about.

As time went on heading into those conversations, where previously I would have had some nerves about talking to those in more senior positions about ideas and my thoughts on an area I was relatively new in. Now I found myself much more confident in my own abilities, the positive reinforcement from those around me aided my confidence that my ideas were worthy of being heard and I went into those conversations with elevated belief that although they were in more senior positions they were still willing to listen to what I had to say.

Having undertaken the academy I learnt that being able to step out of my comfort zone isn’t going to be comfortable but challenging, however that challenging aspect is what allows you to learn the most about yourself, do you have the ability to do the difficult things, have the difficult conversations, be able to stand up in front of a group of people and put across the topics that you may have confidence in your knowledge of but to be able to put those ideas to others in a way that facilitates their own learning and development. On the course I had the opportunity to stand up and present ideas of my own to the group, whilst the concept of what I was talking about was new to me, having had those conversation within the groups allowed me to develop my own understanding of the topic it did not automatically allow me to discuss in front of a group of people so being able to adopt the ‘fake it till you make it’ approach gave me the chance to appear more confident in front of others than I otherwise would have been.

In short take the chances you’re presented with, take part in the difficult conversations, reach out to those that can influence and adopt the ideas and changes that you come up with. One thing I learnt is that everyone is the same as us, each one of us has a group of people that we would feel uncomfortable standing up in front of and discussing topics were involved in. Take the time to speak to parties that you find more confidence putting your thoughts and opinions over to, allow them to come back at you, question you on your thoughts and knowledge on the area, this will allow you to gain that necessary feeling that you know what you’re talking about and when you have conversations with more senior parties you will feel far more relaxed than you did in the past.

I’m already a leader so why the leadership programme?

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by Ellesse Mathias

The leadership programme was proposed to my cohort as a workshop to attend if you want to build confidence, presenting skill or work through imposter syndrome. However, my rationale for applying for the leadership programme was to establish how to become a compassionate leader. I needed to do this to enhance my passion and desire to influence change in the Learning Disability Field of Nursing.

Prior to University I supported families with children who have complex physical and medical health needs in the community. I managed a team of care staff to deliver quite invasive bespoke care and interventions. As my position as a team leader grew and grew, I found myself drowning in the responsibilities, demands and expectations of me within my role. I worked anything between 60-100 hours a week between hands on care, admin and data collection but found I always neglected myself, my wishes, aspirations and social life.

 I always stated, ‘it didn’t matter, I loved what I did’.  

I knew I was outstanding in my role, and I could evidently see progress and improvement in the family I was supporting therefore it was worth the sacrifices I was making.  I always felt I conducted myself well but soon found myself receiving feedback that I appeared tired, stressed and even unapproachable to members of my staff team, but never knew how I could alter my mindset, my work ethic and my approach to my team.

This is how the leadership programme enticed me to delve into a search to improve myself, grow my understanding and approach to finally support, empower and work in co-production successfully within my desired career and life.  

Throughout the workshop I listened to tips and tricks in how to establish our leadership style and I have utilised skills such as self-reflection, recognising my personal values and my methods of leadership to enable me to find a way to grow and develop.  Spirally into internal questioning of – Why do I feel this way? Why do I need to do everything? Why does this frustrate me?

I have such a passion for Learning Disability nursing and supporting, advocating and improving the quality of lives of all the people encounter throughout my personal and professional capacity. However, I have reflected on my previous leadership style, and I am aware that it did not reflect, project or nurture my passion in a way that always inspired others, in the way that I hoped.

I wanted to develop my ability to be a compassionate, influential and motivating as a Leader. I have come to understand that ensuring my own self care is paramount along with meaningful teamwork. I have always struggled to delegated tasks due to being a perfectionist, but I’ve come to understand that delegation of tasks is important for to develop staff role identity and self-worth. I have always been commended for my dedication, knowledge and experience in supporting individuals, but I wanted to utilise the leadership programme to develop myself and skills to empower, educate and understanding being the best, the top person isn’t a good ideology to have.

Coaching

I had the wonderful opportunity to request a coach Ruth Northway who has been pivotal in the Learning Disability field of nursing in research, education and supporting adults in the community for over 40 years. Despite announcing her retirement in 2023 she kindly agreed to mentor me in April 2024.  During our first meeting Ruth asked me – what support would you like from me?

I kindly requested to utilise her decades of experience, connections and wisdom to support me to widen my knowledge and experience but more so to have the opportunity to self-reflect with someone actively listening.  

I knew I needed someone to help me reflect on situations I have been in or encountered as a student and then learn how to challenge others in authority correctly, professional to showcase me passion rather than come across intimidating.

Ruth suggested that instead of being the front runner in discussions to sit back and observe but also ‘put yourself in situations where you are the stand along voice for Learning disabilities and from there your opportunity to advocacy, create change and educate others will be most influential’.

I found this advice useful -which appeared simple to achieve with the variety of placements as a student and utilising my unique perspective on situations to impact discussions in different field of nursing such as mental health.  During my 3 month coaching experience with Ruth we met a few times via teams and in person which greatly enhanced my coaching opportunities and having that dedicated time to self-reflect, openly and honestly with Ruth is a skill and protected time I will always utilise within any team I work apart of in my career.

Reflection and now direction

During our final day at the academy, we completed a ‘Spin a Yarn’ activity which ended a little emotionally on my behalf, as I drew back on the feedback boxes we collected at the beginning of our leadership journey.  I was taken back by some of the notes in my box that stated……….

  

This was very raw as it was the opposite to a comment that was made to me the day I left my previous employment. Being unapproachable was something I never spoke about out loud or even rationalised it was something I have internalised for a long time, and this was something I never wanted to leave behind or affect my ability to lead a team. However, despite being perceived in that matter within 2 days surrounded by a room of strangers was very insightful and provided a lot of hope and reassurance that I am on the right pathway to become a compassionate leader.

Yes developing yourself is important and looking to grow is great but to learn how to demonstrate effective leadership via looking after myself, my mental health is becoming vividly clear to my desired success. This is a topic I will continue to advocate and promote as a student and into my hopeful carer as a Learning Disability Nurse.

 One quote I adore and will always resonate with me is ‘You teach best what you most need to learn’.

IT WAS MENTIONED THAT – “THERE IS NOTHING MATCHO IN ANSWERING EMAILS AT 4AM “.

This is something I always prided myself on that I was always accessible and dedicated to my role in supporting the children and families I support 24/7, but I now understand this is not attainable for the next 40 years in my desire career.

Especially within the field of nursing there are so many demands, and we get lost in the rabbit hole of to do lists on to do list.  Finding a way to only allow 3-5 things on your to do list at once is a tip I will always need to fall back on, and establishing set times for working, resting and recovering. I believe this is essential as a nurse as research has highlighted that

‘Burn out was one of the major causes for professionals leaving (Royal College of Nursing, 2023)

This is very disheartening to comprehend as a rational for losing valuable nurses as Learning disability nursing is a very small profession and we really need to support, nurture and nourish our small team.

In conclusion my main self-reflection I have found during my time in the leadership programme is:

I had a very high standard of expectations of myself to being the best at everything and this impacts my mood, productivity and patience.  On reflection I always felt like I was just perfectionist, and this is my ethos by wanting to problem solve, provide person centred approach to care but also improve individuals’ lives. I have come to realise that just because that is my ethos, that not everyone feels the same and maybe I shouldn’t project that onto others.  I am now a lot more mindful of my personal life and health and if I prefer things done in a certain way or in a certain time scale, but this shouldn’t always be my expectation of others around me.

My most pivotal reflection is that I expect the same from others as what I do myself, but this is a naive and uncompassionate perspective and expectation to have. I have only managed to achieve and experience so much in my life because of neglecting my own personal life, health and time to rest. 

Therefore, I realised I need to be a lot more compassionate and mindful of other’s personal needs, health and how this can impact on their ability to work productively, impact their absences and most importantly feel safe and supported in the workplace.

LEADERSHIP AND WELL BEING IS A JOURNEY AND I WILL CONTINE TO GROW, DEVELOP AND LEARN.

Thank you for Reading and I hope this will inspire others to be open, honest and constantly mindful of your own mental health and how this will impact on your team and others around you.

Ellesse Mathias

2nd year Learning Disability Student Nurse

https://www.rcn.org.uk/news-and-events/news/uk-latest-nmc-data-exposes-nursing-retention-crisis-says-rcn-240523

Growing Through Connection: My Journey with Swansea Student Leadership Academy

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by Serena Iacono

Introduction

When I began my first year at Swansea University as an Occupational Therapy student, I didn’t necessarily see myself as a leader in the traditional sense. But after joining the Swansea University Student Leadership Academy (SLA), my perspective shifted completely. Leadership, I learned, isn’t about standing above others or aiming to be “better” – it’s about working alongside others, growing together, and making a positive impact through collaboration and connection. In this blog, I’ll share my journey with the SLA, from discovering the power of shared goals to building a supportive network of future healthcare professionals. This experience gave me the confidence to lead by uplifting others, and I’m grateful for the lessons I learned along the way.


Attending the SLA Conferences: Finding Inspiration in Community

My SLA journey began with conferences featuring inspiring guest speakers, students, and past SLA members who shared their growth from uncertain students to confident, compassionate professionals. Each speaker described leadership not as a position of superiority, but as a chance to empower and uplift others.

A memorable topic we covered during the SLA conference was the importance of emotional intelligence in leadership. We learned that good leadership starts with understanding and managing our own emotions. Emotional intelligence means being self-aware, recognising our own emotions, and knowing when they might be influencing our actions or decisions. In turn, this awareness helps us understand and support others more effectively. By practicing emotional intelligence, we can recognise moments when others need support, and we can extend empathy and encouragement when they’re needed most.

This approach also encouraged us to look inward and reflect on our own needs and areas for growth. Rather than feeling overwhelmed by our challenges, emotional intelligence helps us see them as opportunities to develop and learn. This theme resonated deeply with me, reinforcing the idea that leadership is a journey of self-awareness, connection, and continuous growth.

Compassionate Leadership: The Power of Collaboration for Care

A turning point in my SLA experience was the Collaboration for Compassion in Healthcare session, which profoundly shaped my view of leadership. This part of the conference demonstrated how compassionate leadership is rooted in empathy, shared values, and active listening, creating spaces where everyone feels valued and respected. I learned that true leadership involves showing vulnerability, allowing others to see our challenges fosters trust and deeper connections.

This focus on compassion taught me that leadership isn’t just a role but a way of being, one that supports others and enables them to thrive. It reinforced my commitment to bring empathy into my life, work, and future practice, guiding me to lead with a genuine focus on connection and care.

The Power of Multidisciplinary Connections

SLA,2024

A key part of the SLA experience for me was meeting students from different programs within the Faculty of Medicine, Health, and Life Sciences. As an occupational therapy student, I hadn’t had much exposure to other healthcare professions. Suddenly, I was collaborating with many other medical students, each with their own unique perspectives and strengths. This multidisciplinary setting quickly taught me how vital collaboration is in the healthcare field. We each brought something different to the table, which allowed us to see problems from new angles and understand the importance of each discipline in delivering well-rounded care.

Working closely with students from other healthcare fields helped me see that leadership is about understanding and respecting the value each person contributes. This experience felt like a head start in interprofessional collaboration, preparing me for the teamwork essential in clinical settings. Knowing that I’ll someday work alongside these very professionals gave me a sense of connection and purpose, encouraging me to see leadership as a shared effort toward a common goal: providing the best care possible for our future patients.

Learning to Lead Together: Group Projects and Shared Ideas

The SLA wasn’t just about talks and networking; it also offered hands-on experience in collaborative leadership. One group project tasked us with pitching an innovative idea to improve the faculty in a “Dragons’ Den” style presentation to faculty leads and peers. Although our group didn’t win outright, we came a close second and were invited to merge our ideas with the winning team, a true example of the SLA’s collaborative spirit. Together, we proposed a social space for students from different programs to connect, share advice, and support each other’s well-being.

This experience taught me that leadership is about creating safe, connected spaces where everyone feels heard. Presenting our ideas to an audience was empowering, as it showed how our voices could contribute to meaningful change.



Building Lasting Connections and Gratitude

The connections I made through the SLA have become an ongoing source of support and inspiration. I’m still in touch with some of the organisers and fellow students, forming a network of peers who understand the unique challenges and rewards of healthcare. Getting through the application process added a sense of pride and responsibility, motivating me to make the most of every opportunity. The SLA has shown me that I have valuable contributions to offer, not just in occupational therapy but as part of the wider healthcare community.
This experience has encouraged me to lead with authenticity, placing value on connection and collaboration above all.

Conclusion

Reflecting on my first year with the Swansea University Student Leadership Academy, I can see how transformative it’s been, redefining leadership as a collaborative journey. I’ve learned that true leadership is about building supportive spaces and working together toward shared goals. As I’m now into my second year, I still carry these lessons forward with gratitude for the empathy and respect the SLA has instilled in me. For anyone considering the SLA, I highly recommend it as an experience that reveals not only the leader within but also the joy of leading alongside others.


Related Links:

Student Leadership Academy – Swansea University

Swansea University developing healthcare leaders of the future – Swansea University

The power of emotional intelligence – Leadership Academy

The Collaboration for Compassion in Healthcare Education (C4CHEd) – University of Plymouth

Embracing Leadership: My Journey at the Student Leadership Academy

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By Stephanie Todd

Attending the Student Leadership Academy (SLA), hosted by Beryl and Sam, was a transformative experience that far exceeded my expectations. The course was more than just about leadership skills—it was about growth, resilience, and learning how to navigate the challenges that come with stepping outside your comfort zone. The guest speakers shared their inspirational stories about their leadership journey.

One speaker’s message resonated with me. She shared two powerful quotes that shaped my perspective on success and personal growth. The first was, “Hard work puts you where the good luck can find you.” It reminded me that success isn’t just about waiting for opportunities to fall into your lap. Instead, it’s about laying the groundwork through consistent effort, even when things don’t seem to be going your way. It’s easy to get discouraged when it feels like others are getting amazing opportunities, but we often don’t see the countless hours of hard work they’ve invested.

The second quote, “Work so hard on yourself that you shine without a spotlight,” struck a chord with me. It emphasises the importance of self-improvement—becoming the best version of yourself, not for recognition, but for your own growth. This is what true leadership is about: working quietly in the background, knowing that your efforts will speak for themselves, even when you’re not in the room.

Throughout the course, I had the opportunity to learn more about Emotional Intelligence (EI), a crucial aspect of effective leadership. EI is the ability to recognize, understand, and manage our own emotions, as well as the emotions of others. During our group project on EI, I found myself stepping into one of my greatest fears—public speaking. I used to avoid presentations at all costs, terrified of making a fool of myself. My body would go into fight-or-flight mode: my heart racing, palms sweating, and voice trembling. Despite my nerves, I pushed through, knowing that every moment of discomfort was an opportunity for growth.

The experience taught me the importance of self-awareness, a key component of EI. Acknowledging my fears allowed me to manage them better and ultimately gain confidence in myself and my abilities. Even though I stumbled over my words, I shared my thoughts openly with the group about how I was feeling. And you know what? The world didn’t end. I survived, and more importantly, I learned.

The presentations we did throughout the academy became a powerful reminder of how far I’ve come. Each time I stood up in front of the group, my anxiety diminished. On the second day, when my team pitched an idea in a “Dragon’s Den” format, I could feel my heart racing, but it wasn’t as deafening as before. When our project wasn’t chosen, I didn’t let it discourage me. However, I was invited to join the team that won the competition. The experience was a testament to resilience: even when things don’t go as planned, there are always opportunities to grow and improve.

In fact, one of the biggest lessons I took away from SLA was that leadership is not about being perfect or always winning. It’s about being willing to face discomfort and persevere. As a student nurse, I know that true leadership is about showing up for others—whether that’s for my team, my patients, or myself. This course helped me understand that leadership is a mindset, not a title. It’s about developing the EI to build strong relationships, make informed decisions, and support others in their journey.

A pivotal moment for me came when Nicola, the Acute Care and Leadership Advisor from Royal College of Nursing (RCN) Wales offered to be my mentor. Her journey resonated with me, especially when she spoke about understanding my imposter syndrome as it is something she has felt too. Her support and guidance have been invaluable, particularly during our Zoom calls where we discussed leadership styles and personal growth. We even took a personality quiz and discovered that we shared the same personality type. It was a comforting reminder that there’s no “one-size-fits-all” approach to leadership, and everyone’s journey is unique.

Nicola invited me to the International Nurses Day event at Swansea Bay University Health Board’s HQ, where I had the chance to network with senior nurses, directors, and other healthcare professionals. The event highlighted the importance of leadership within the nursing profession and gave me a broader perspective on the impact of strong leadership within healthcare. I also had the opportunity to participate in a corridor care workshop at the RCN’s Cardiff headquarters, where I collaborated with other healthcare professionals to discuss ways to improve patient care in the NHS. The experience opened my eyes to the power of collective leadership in driving change.

Throughout the academy, I continually challenged myself to step outside my comfort zone. On the third day, the project I had joined had to present the work we had done towards the ‘Resourced Student’ wellbeing project. Despite my nerves, I presented our ideas to the group again. This time, I found it easier. It was a reminder that personal growth happens when we face challenges head-on, rather than avoiding them.

As I reflect on my time at the SLA, I realise how much I’ve learned—not just about leadership, but about myself. In the end, my experience at the SLA wasn’t just about developing leadership skills—it was about learning to lead with emotional intelligence, embracing vulnerability, and growing through discomfort. Emotional intelligence, after all, is the cornerstone of great leadership. It’s about understanding ourselves and others, navigating challenges with resilience, and empowering those around us to reach their full potential.

I’m grateful I took the leap and applied for the Student Leadership Academy. While the academy has ended, I know that this is just the beginning of my leadership journey. I look forward to continuing my growth and finding new ways to apply the lessons I’ve learned, both professionally and personally. The journey of becoming a true leader never truly ends. It’s a process of constant learning, evolving, and growing—one step at a time.

Stepping out of the shadows: learning to be uncomfortable

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by Robert Stevens

Leadership is one of the four core pillars of paramedic practice (College of Paramedics, 2024). Discovering that leadership exists at all levels and is not restricted to the hierarchical structure was integral to developing a core component of proficiency (HCPC, 2023). The NMC suggest that leadership is about role-modelling the best practice and having the confidence to do so (NMC, 2024).

My name is Robert Stevens, and I’m a second-year Student Paramedic at Swansea University. I started with a non-clinical background and limited science, having previously studied law and directed a small business. Returning to university without a science foundation was daunting, and I felt like a small fish in a big pond, hiding behind my mentors and peers when I felt least confident.

When Beryl Mansell presented the opportunity to join the Swansea University Student Leadership Academy (SwanSLA), I immediately signed up, hoping to find the answers to building my confidence in a new profession. Upon a successful application and a three-day inspiring conference, Jason Killens (CEO of the Welsh Ambulance Service University Trust (WAST)) became my leadership coach. Through the coaching, I developed my confidence and strategised ways of overcoming imposter syndrome. I also had the opportunity to participate in the College of Paramedics Student conference and C4CHEd conference, and workshops that helped me identify my strengths and weaknesses and hone in on my strategies for self-improvement.

Imposter syndrome does not have to be a weakness, and Jason helped me reframe this into a strength. One way to achieve this was by keeping organised, emphasising a work-life balance, and building confidence. When you have clarity of mind, making decisions under pressure and embracing the unknown is much more effective. The coaching was a great opportunity to be open about vulnerabilities and grow professionally. He encouraged me to “step out of the shadows”, a phrase that stuck with me and I find incredibly powerful.

Through the programme, I began to see leadership not as something reserved for others but as an opportunity to develop myself.

A significant focus of the programme was resilience and recognising that leadership involves vulnerability, self-doubt, and sometimes failure. To lead authentically, you must act with conviction and sometimes make the wrong call, but how you deal with this can create a great leader. It is also the part of the journey where the most meaningful learning happens. I’ve come to understand that discomfort is the root of growth.

Resilience is closely related to well-being. Interestingly, many of the SwanSLA reflected that reliance and well-being were areas they wished to develop personally and within the university. We were encouraged to prioritise reflection and collaboration and utilise emotional intelligence to support our colleagues and peers. Through speaking to healthcare leaders, I have found compassionate leadership, collaboration, and release the recipe for making a real difference and essential for a long, fulfilling career.

One of my greatest leadership achievements was working collaboratively on a project for the HCPC national student competition with Student Paramedic Tesni Davies. We achieved a runner-up prize for developing an online training package on social media guidelines for student healthcare professionals, which has been published online and delivered to first-year student paramedics at Swansea University. We attended a council meeting in London where we were awarded for our achievement and gave a short speech. It was an opportunity to network with and speak to HCPC representatives and leaders and understand more about the regulator’s role. I never would have considered it possible to compete nationally, but by “stepping out of the shadows”, it is possible.

Image: HCPC, 2024

In the future, I am committed to ongoing leadership development for a lifelong mindset. I want to contribute to a culture encouraging compassion, collaboration, and resilience. I plan to continue developing my practice and share my experience as a mentee with other students. In addition to the coaching, I have had fantastic WAST Practice Educators who have helped me in my development journey.

If I could offer one message to other student healthcare professionals, it’s this: Be willing to feel uncomfortable – step out of the shadows.

Written by Robert Stevens (Swansea University Student, Second-Year Paramedic Science BSc)

24 April 2025

References

College of Paramedics. (2024). Paramedic Career Framework 2022 (5th Ed. Revised 2024) [PDF Publication]. https://collegeofparamedics.co.uk/COP/ProfessionalDevelopment/post_reg_career_framework.aspx.

Health and Care Professions Council. (2023). Leadership at all levels of practice [Leadership fact sheet]. https://www.hcpc-uk.org/globalassets/standards/standards-of-proficiency/updated-standards-themes/fact-sheets/leadership.pdf.

Health and Care Professions Council. (2024, December 06). Winners of the HCPC student competition 2024 announced. https://www.hcpc-uk.org/news-and-events/news/2024/winners-of-the-hcpc-student-competition-2024-announced/

Nursing and Midwifery Council. (2024, May 09). Good Leadership means better care. https://www.nmc.org.uk/standards/guidance/good-leadership-means-better-care/.

University of Plymouth. (2024). The Collaboration for Compassion in Healthcare Education (C4CHEd). https://www.plymouth.ac.uk/research/compassion-in-healthcare-education

From nerves to achievement: The doors that Swansea Leadership Academy opened by Tesni Davies

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Before the Swansea Student Leadership Academy (SLA) 2024, I would have never believed that by the end of the year, I would be attending a council meeting at the Health & Care Professions Council (HCPC) or be speaking in a Schwartz Round at the first hybrid conference for The Collaboration for Compassion in Healthcare Education (C4CHEd). My name is Tesni Davies, a student paramedic at Swansea University and SLA has opened doors to opportunities I would have never imagined. During the three SLA conference days, I felt inspired by the workshops, talks and my introduction to compassionate leadership. Compassionate leadership is vital in allowing us to feel empowered, supported and included by our colleagues (Bailey & West, 2022). One element to achieving effective, compassionate leadership is partaking in Schwartz Rounds, a safe space for healthcare professionals of all levels to share their experiences.

During the SLA conference, my introduction to compassionate leadership came from Dr Sarah Tobin, founder of C4CHEd. Listening to Dr Sarah Tobin’s talk titled ‘Compassion and Compassionate Leadership’, I felt motivated by the aims of the members and the importance of compassion within the workplace. Listening to this talk and how compassion for staff can lead to improved patient outcomes sparked a curiosity within me, I felt intrigued to learn more (Ahmed et al., 2024).

Following the conference, I was introduced to an Advanced Paramedic Practitioner who would be my leadership mentor. I had multiple meetings during this time to discuss compassionate and authentic leadership. At the time I was on an ambulance placement, I could link what I and others had done during different scenarios and how it shaped me into becoming my own authentic leader. I could put what I had been researching and discussing into practice and think about my actions, and with the support of my paramedic practice educator (PEd), we could apply the learning effectively and utilise the importance of compassion and debriefing.

Other students and I presenting our poster on Emotional Intelligence at SLA, March 2024

I was lucky enough to attend a council meeting at the HCPC during my leadership journey, following coming runner-up in the Social Media for Healthcare Professionals: 2024 student competition with Robert Stevens (Student Paramedic, SLA 2024). We created an interactive online session for healthcare professionals on the use of social media. From attending the council meeting, we networked with various members at the HCPC, gaining a greater insight into their role as a regulatory body. This presentation has since been delivered to first-year student paramedics at Swansea University to raise awareness of our responsibilities with social media.

Robert Stevens & I (far right in the front row) accompanied by council members and other competitors at the HCPC, London, December 2024

Find out more about the HCPC student competition  2024 – https://www.hcpc-uk.org/students/learning-materials-for-students/competition/social-media-for-healthcare-professionals/

Following a discussion with Beryl Mansel, expressing my interest in compassionate leadership, and attending the upcoming C4CHEd conference, Beryl offered to put me in touch with Dr Sarah Tobin. Within the first meeting, I learned more about C4CHEd and the importance of Schwartz Rounds. Schwartz Rounds were a new concept to me; however, I soon realised it was similar to my goals of debriefing with my PEd on placement. I was asked if I would be interested in speaking at the first hybrid Schwartz Round at Plymouth University during the C4CHEd conference. I was nervous as the Schwartz Round would mean sharing a vulnerability and personal experience, but I was excited by the opportunity. I agreed to participate and was met with a vast amount of support. I chose an experience that met the title ‘Compassion – the power of good and the impact of absence’ and resonated with me. I contacted my PEd, as the power of her compassion following a shift had stuck with me. Again, her compassion shone through with support and encouragement.

When the time came to travel to the University of Plymouth for the conference, I was overwhelmed by the thought of talking in front of everyone in the room and on the international livestream call. With the support of friends and family, I was encouraged and reminded that it was possible to do this and overcome these nerves and challenges. Throughout the conference day, I sat listening to the inspirational talks and how the impact of compassion is being implemented both locally and internationally. Listening to Professor Michael West, I felt inspired to hear that he had been working with Health Education and Improvement Wales (HEIW) to have all NHS Wales leaders trained in compassionate leadership by 2030. However, at the back of my mind, I was still thinking about what would come during the Schwartz Round.

It finally came my turn to talk, I was called to the front with the other speaker and facilitators of the Schwartz Round. Full of nerves, I was introduced by the facilitators, and then I began to talk about my reflection. Looking into the audience, I could see many friendly faces listening to what I had to say. Once I was finished, I took a sigh of relief and relaxed; despite all of the nerves, I had been able to do it. The facilitators opened the floor to comments and questions, I was overwhelmed in a positive sense by all the support from those around the world. However, the support from fellow SwanSLA students on the livestream filled me with the most incredible sense of comfort. On the way home from the C4CHEd conference, I felt beyond proud for being able to do something that had initially filled me with such terror.

(Left to Right) Pamela Rae, Tesni Davies & Sarah Tobin at the C4CHEd conference, University of Plymouth, December 2024.

Find out more about C4CHEd – https://www.plymouth.ac.uk/research/compassion-in-healthcare-education

Find out more about Schwartz Rounds – https://www.theschwartzcenter.org/about/who-we-are/

By being involved with SLA, C4CHEd and attending the council meeting at the HCPC, I have grown as a leader along with my confidence. I have been reassured that being vulnerable and sharing emotions and thoughts during reflective debriefs is not a weakness; alternatively, I recognise this as a strength. My colleagues’ and peers’ support and encouragement have emphasised the power of compassion and community. Compassionate leadership is about being human and is for everyone. The main takeaway from my leadership journey is to encourage others to say yes to opportunities. They may be terrifying, but the reward is so much greater!

References

Ahmed, Z., Ellahham, S., Soomro, M., Shams, S., & Latif, K. (2024). Exploring the impact of compassion and leadership on patient safety and quality in healthcare systems: a narrative review.

BMJ open quality, 13(2), e002651. https://doi.org/10.1136/bmjoq-2023-002651 Bailey, S., & West, M. (2022). What is compassionate leadership? The King’s Fund. https://www.kingsfund.org.uk/insight-and-analysis/long-reads/what-is-compassionate-leadership

Leadership: The lessons learnt from the Heart of Mental Health Student Nurse

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Rachel Jukes

Leadership in nursing encompasses more than just clinical expertise; it requires a dedication to advocacy, teamwork, and ongoing personal development. My experience as a mental health nursing student, especially through my collaboration with the Deputy Welsh Government Gillian Knight, has significantly influenced my perspective on leadership. In this blog, I will reflect on my experiences, the transformative impact of my mentor, and how these insights have shaped my aspirations in perinatal nursing and health visiting involving mental health (Rolfe et al., 2001/2020).

(The Compelled Educator, 2023)

At first, I was slightly apprehensive to be involved in such a programme and I knew it would take me out of my comfort zone as I am not the type of individual to put myself forward. Even with my peers within the class environment I clam up and have no self-confidence. It was not until another student encouraged me to sign up for the programme and I for one did not expect to be accepted, the questions I answered I had to sell myself and my experiences.

  I was a mature student who had taken herself back to education, while juggling three beautiful children and holding down a job within healthcare, with all these factors upon me it could demonstrate my life was stressful enough without adding more to it.

 When I found out I had been accepted I was hit by all kinds of emotions, happy, anxious, disbelief and excitement, as I told my fellow peers who encouraged me that this was a good turning point within my nursing career as it would potentially open doors, I accepted that this was fate, it was my time to start thinking about myself and putting my career forward.

During the first day at leadership, I remember butterflies as I was walking from the car, stepping into the room and looking for my name tag. Then it hit me that this situation was not something I was used to and if I would even enjoy it. In the room there was various professional backgrounds, including Occupational Therapists, Adult Nurses, Child Nurses, Mental Health and spokespeople from different fields of nursing and employment status. The event took place for over the two days, it was well structured and planned, featuring guest speakers and engagement activities designed to strengthen our professional bonds.

After the two days was over where new friendships and bonds were made, we were assigned a mentor, and Gillian played a significant role in my leadership journey. Throughout the next few months, we both planned meetings, via zoom calls, where Gillian provided me with guidance, explained protocols within nursing, her current job role and how she herself managed her career throughout the years. Gillian took a genuine interest in my background, and my journey to becoming a mature student. With Gillian sharing her own personal experiences and her progression within her career, I found this very inspiring to listen too. Additionally, during the various planned meetings we explored fundamental nursing concepts, policies and leadership models such as the GROW model (Marshall & Broome, 2021).

 Gillian tried to understand my personal interests and career aspirations, helping me connect with influential professionals, from this led me to opportunities where I engaged with nursing specialising in mental health, broadening my knowledge and understanding of various nursing disciplines.

Reflection on feelings

Initially, I felt both excited and slightly apprehensive around participating in the leadership programme, as I was unsure of what to expect. However, as the sessions progressed, I found the structured activities and mentorship to be incredibly valuable. Gillian’s genuine interest in my journey made me feel supported and motivated.

 Engaging with professionals from diverse backgrounds gave me a sense of belonging and confidence in my abilities. It was particularly rewarding to see how my experiences and perspectives as a mature student were acknowledged and appreciated by Gillan. The exposure to different areas of nursing and leadership models left me feeling encouraged and eager to apply the knowledge gained in my professional journey as a mental health student nurse.

Evaluation

My leadership experience was highly positive, with the structure of the program, the presence of experienced guest speakers and the hands-on mentorship were beneficial on my journey. My mentor’s approach, that balanced professionalism with a personal connection and provided a significant impact on my confidence and understanding of a leader and how to become a true leader.

 Discussing key strengths within this experience was the opportunity to engage with mental health professionals, widened my perspective on nursing and leadership in different aspects of life. Additionally, exploring leadership models such as Grow model that provides me with a structured framework that I can apply in future leadership roles.

 This experience highlighted the importance of mentorship in leadership development, with my mentors personalised approach demonstrated how effective leaders not only provide guidance however also take interest in the personal growth of their mentees (Garrity, 2013). Gillians willingness to share her own experiences made the learning process more relatable and engaging. Furthermore, the exposure to different nursing policies and leadership models reinforced the significance of structured frameworks in decision-making and problem-solving. The GROW model, for instance, provided a clear structure for setting goals and taking forward steps to achieving them.

 The leadership experience highlighted the importance of interdisciplinary collaboration. Professional working from various fields broadened my understanding of teamwork and the role of leadership in fostering cohesive healthcare environment (Garrity, 2013).

Conclusion

The leadership programme was a transformative experience that enhanced my understanding of leadership principles, nursing policies and interdisciplinary collaboration. Gillian played a pivotal role in my growth, providing both professional guidance and personal support throughout. The opportunity to interact with mental health professionals further depended on my knowledge and interest in this field.

 How I plan on moving forward and adapting leadership within placement, University and life, to apply leadership models, particularly grow model to set achievable career goals. To continue to keep in contact with Gillian and seek mentorship opportunities within my role as a student nurse. In future whilst being at Swansea University, would like to engage further in professional networking to expand my knowledge in mental health nursing and the capability to reflect on my experiences throughout the course and life in general, to which this would improve my leadership abilities to grow.

Leadership experience for me, has reinforced my passion for mental health nursing and I will continue to implement any form of information I have learnt throughout this experience as I further progress my career.

Reference

Garrity, M. K. (2013). Developing nursing leadership skills through reflective journaling: a nursing professor’s personal reflection. Reflective Practice, 14(1), 118–130. https://doi.org/10.1080/14623943.2012.732940

Marshall, E. S., & Broome, M. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer Publishing Company, Llc.

Rolfe, G., Jasper, M., & Freshwater, D. (2020). Critical Reflection in Practice: Generating Knowledge for Care (2nd ed.). Palgrave Macmillan. (Original work published 2001)

The Compelled Educator. (2023). 5 Inspiring Leadership Quotes – Motivation Monday #37 {September 15, 2014}. https://www.thecompellededucator.com/2014/09/5-inspiring-leadership-quotes.html