Just do it… do it scared, do it shaking, do it unsure… just do it by Stephanie Mwaura, Adult Nursing Student

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When I first heard about the leadership academy, it sparked a quiet curiosity in me. I wondered whether I truly had the capacity to lead. Although I had held several leadership positions, I often felt I did not fit the traditional image of a leader. I am naturally calm, democratic, and conflict-aversive in nature, which I once believed were weaknesses in leadership. However, through reflection and experience, I have come to understand that leadership is not defined by dominance or authority, but by influence, empathy, and action. There is no single way to lead effectively; styles such as democratic and compassionate leadership demonstrate that quiet strength can be just as impactful.

I have always had a tendency to overthink situations, often “holding meetings” in my mind before acting. This habit sometimes prevented me from stepping forward. Recently, however, I have been intentionally challenging this pattern by acting before doubt has the chance to take over. During my nursing placement, for example, I used to dread answering the phone. It seemed like a small task, yet I feared not having the right answers or appearing incompetent. In a conversation with my mentor, I came to realise that leadership is often demonstrated in these minor moments. Stepping up, even on simple tasks is as step in the right direction, the journey of a thousand miles starts with the first step.

With this in mind, I began to approach the situation differently. Instead of hesitating, I answered the phone as soon as it rang, despite the anxiety that accompanied it. My heart would race, and I often felt uncertain, but I persisted. Over time, I found that I was able to respond to most queries using the information available to me, and when I could not, I sought support. What once felt overwhelming gradually became routine. This experience taught me that confidence is not a prerequisite for action; rather, it is built through repeated exposure to discomfort. By choosing to act despite fear, I developed both competence and self-assurance. was able to respond to most queries using the information available to me, and when I could not, I sought support . What once felt overwhelming gradually became routine. This experience taught me that confidence is not a prerequisite for action; rather, it is built through repeated exposure to discomfort. By choosing to act despite fear, I developed both competence and self-assurance.

A more profound example of leadership occurred while I was on holiday in Kenya. After attending an event, we encountered a young woman who had been the victim of a hit-and-run and had been left at the roadside. I immediately went to help in whatever way I could. However, the ambulance present at the event was not obligated to transport her without payment. Recognising the urgency of the situation, I spoke with both the ambulance crew and the injured woman’s friend, advocating for her to be taken to a public hospital where costs would be more manageable. I also initiated small financial contributions to help with the ambulance fee and the hospital charges they would incur.

What stood out to me in that moment was how others responded. Once I took the first step, people around me began to contribute as well. Together, we raised enough to ensure she could be transported and receive treatment. This experience reinforced a key lesson: leadership is not always about having authority, but about taking initiative in moments that matter. Action, even from one person, can inspire collective effort.

This aligns with ideas from leadership thinkers such as Simon Sinek, who emphasises the importance of starting with purpose and influencing others through action. Similarly, Brené Brown highlights vulnerability and courage as essential leadership qualities. In both of my experiences, I had to act despite uncertainty and the possibility of failure. Additionally, Anita Nowak describes empathy as a “superpower,” noting that our brains are positively reinforced when we help others. This resonates deeply with my experience in Kenya, where compassion drove action and created a ripple effect among those present.

Through these reflections, I have come to appreciate the concept of quiet leadership. It is not always visible or loud, yet it is deeply impactful. Quiet leadership exists in everyday actions: answering a phone call, offering help, advocating for someone in need, or simply showing up when it matters. It requires self-awareness, empathy, and the courage to act, even when unsure.

Looking ahead, I recognise that leadership will continue to be an evolving aspect of my personal and professional identity. As a future nurse, I will encounter situations that require decisiveness, compassion, and resilience. I aim to carry forward the lessons I have learned: to act despite fear, to trust in my abilities, and to recognise the influence of small actions. Leadership is not about perfection or certainty; it is about presence, intention, and the willingness to step forward.

Ultimately, I am beginning to redefine what leadership means to me. It is no longer about fitting a traditional mould, but about embracing authenticity and growth. By choosing to “do it anyway,” I am not only developing my own confidence, but also creating space for others to feel empowered to do the same.

The Long Way Around: My Journey to Nursing Advocacy and Leadership by Emma Daniels Learning Disability Student Nurse.

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I started Swansea University as a mature student in 2024 with a raft of life experience.  My scenic route was dotted with early challenges and setbacks, resulting in me deciding to delay university after my A-levels because I wasn’t emotionally ready.  I knew I had the capability, but circumstances at the time meant that it always felt out of reach.

I met my husband as I finished college, and we quickly settled down to working and starting a family, and within a few years we were married with first of four children on the way. Raising a family brought me a sense of purpose, but the desire to learn and grow was always burning. I would get frustrated that I wasn’t using my full potential in the succession of jobs that I had.

Determined to feel more academically fulfilled, I enrolled on an Access to Nursing course in 2005 while caring for two very small children. I loved learning again and I did well, but life decided to throw me a curveball just as I was preparing to apply to university. We had noticed that our second child’s development wasn’t progressing the way it should be, and we were suddenly thrown into a world we hadn’t prepared for.

Our son was diagnosed with profound learning disabilities and complex health needs. Years of hospital appointments, surgeries, and therapies followed. He required 24/7 care and support – he could not walk, talk, or meet his own basic needs independently. We had to adapt to a new way of life, learning to anticipate and meet his needs in ways that are now simply second nature.

My ambitions were placed on hold as my focus shifted entirely to my family, and particularly to ensuring my son received the care and support he needed. In the meantime, I worked various unfulfilling part-time jobs that I juggled alongside my caring role, and I even later managed to successfully complete a degree in education studies.  But I realised primary school teaching just wasn’t for me – but because I still had the urge to help others, I ended up working in social housing.

Throughout this time, the desire to become a nurse never left me. I felt unchallenged in my job roles, always aware that I had more to give but never given the opportunity to progress and develop. I was forever hitting my head on an invisible ceiling, which led to a lot of frustration.

As my son progressed to adulthood, we had to navigate the transition from children’s to adult services. This nightmarish experience exposed significant gaps in communication, coordination, and provision – particularly for people with profound disabilities and complex health conditions. I found myself advocating fiercely and fighting constantly for the right support for him and for our family. It struck me that the intense and prolonged struggle shouldn’t be the ‘norm’.  There had to be a better way.

The fighting paid off and we secured a place for my son at a residential college equipped to meet his complex needs. Around the same time, and mainly because of the recent challenges we had faced, I visited Swansea University’s website, which I had longingly done many times before, and discovered they were offering a degree in Learning Disability Nursing.  The timing felt serendipitous and for the first time it felt like the stars had aligned.

I quickly applied through UCAS and was ecstatic to be accepted onto the September 2024 cohort. Starting university felt wonderful; I immersed myself in every lecture, always accepting new learning opportunities, and really threw myself into it all.

One day, we had a lecture on compassionate leadership from Beryl Mansel and it struck a deep chord within me. We learned that leadership is not about banding or titles; rather it is about empathy, advocacy, and the ability to inspire and create positive change.

When I learned about the Student Leadership Academy, I applied for it immediately. The opportunity to learn from experienced leaders and gain mentorship felt too good to miss, and I was delighted to be accepted.

I was paired with a mentor whose support and guidance has been outstanding. Through regular meetings, I have been encouraged to reflect on my experiences, refine and develop my ambitions, and recognise the strengths I can bring to the profession. It has been such an empowering experience.

One opportunity I was encouraged to pursue by my mentor was to apply to speak at the Chief Nursing Officer Conference in Cardiff. After worrying briefly whether I had anything meaningful to contribute to the hundreds of seasoned leaders there, I realised that student voices matter. We are the future of nursing, and our up-to-date learning and experiences can serve as a learning opportunity for those who came before us.

I delivered a presentation titled “Bridging the Gap: Advancing Equity and Integrated Care for People with Learning Disabilities and Complex Health Needs.”  Using my own lived and academic experiences, I spoke about the challenges families face and the urgent need for more cohesive services that truly listen to the needs of the people they claim to serve.

Presenting in front of a room full of healthcare professionals felt surreal, but it reinforced my belief that change is possible when we speak up, share our experiences, and work collaboratively. Furthermore, it gave me the opportunity to connect with other professionals who share the same passion and led to invitations to shadow various services.

The Student Leadership Academy has given me confidence, inspiration and a sense of direction. Through my mentorship, I am starting to understand how to channel my experiences into leadership. I am learning that leadership is developed and practiced every day and isn’t something you just eventually reach.

As I continue my journey in learning disability nursing, I remain inspired and determined to make a difference.  I have learned that I am a resilient, fierce and compassionate advocate. The Academy has helped me to see that I have so much to offer in terms of positive leadership, and it has helped give me the confidence to seek and even create opportunities to grow further. It has helped me to see that I can positively challenge systems that are falling short of their promises and that I can powerfully advocate for those whose voices may have previously gone unheard, so that they can shape their own futures without systemic barriers blocking their way.  I believe that everything that has happened in my life has been leading to this point and I am excited to see where it takes me next.

Emma Daniels

Failing to Succeed is Fuel for Success by Louise Soper, Occupational Therapy Student.

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Direction

“Failure is simply the opportunity to begin again, this time more intelligently.” — Henry Ford

With 7oo definitions of leadership identified by Curtin (2022), Rost (1991) liked it to a relationship. It includes attention to common goals.

Leadership is the attention to common goals; it involves the influence of a group of individuals who have a common purpose, skills in persuasion, ability to present and deliver. The goal achieved, the best succeeded, and to be a part of a shared purpose was insightful.

In my thoughts and process of introspection, following the academy I was inspired to act after all ‘all growth starts at the end or your comfort zone’. I discovered a new perspective, that there was more leadership than what appeared on the surface.

Heath identifying critical features of a problem is also the ability to take leaps of imagination, a promise that can offer an unexpected breakthrough but also the probability of failure (Heath & Heath, 2013, p. 81).

Dunbar found that through collective comparison of similar scientific experiments, insight can overcome a problem by using analogies to extract the crucial features of the current problem is key (Heath & Heath, 2013).

How does one know when we are succeeding, Heath (2021) describes the upstream effort as ‘those intended to prevent problems before they happen or systematically as reduce the harm caused by those problems ‘(p. 6). Conversely, downstream a reactive narrow response, both provide solution. Interplay between the two exists as downstream rescue leads to upstream improvement. With the foresight of a limitless timeline of direction, not destination.

At what point is intervention, to travel further upstream with an even keel at the cost of more complexity, can accomplish sustainability, co production and equity by acknowledgment of the risk factors that are not in our control.

Ahead of the struggle, to anticipate the ripple effects of our work, as every system is perfectly designed to get the results it gets. Systems are the source of probabilities, to culminate in systems change direction its’s about upstream work for me, to mitigate what is out of our control and to deliver action alongside, a graded approach through simulation can promote confidence and enable resilience in the face of failure.

References

Heath, C., & Heath, D. (2013). Decisive: how to make better choices in life and work. Random House.

Heath, D. (2020). Upstream: How to solve problems before they happen. Bantam Press.

Growing Confidence

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by Katrina Davies Student Midwife.

How did I get here? I’m not smart enough for this, can I do this? Am I good enough?  Are the many questions and thoughts that go around in my mind on a daily basis. Until I started my leadership journey and my degree.

I have wanted to be a midwife from a young age, getting turned away at interviews at the age of 18 was heart breaking as I was so keen to start my ambition young. Life got in the way, meeting my husband young we got married and had children, so I supported him in getting the carrier he wants whilst working part time and looking after our children. Until a friend of mine qualified as a midwife and encouraged me to start applying again. I applied for midwifery in Swansea in 2022 and didn’t get offered an interview. So I applied again the following year, was offered an interview. I was terrified but excited I was one little step closer. However, I wanted it so bad but didn’t want to get turned away again. Waiting for the result for the interview it was all I could think of. Then I had the email, an unconditional offer, I wanted to scream with joy, but my children were in bed so all I could do was phone everyone I knew to tell them with so many happy tiers that I had a place in Swansea university to study midwifery, I had done it! However, I had the dreaded thoughts in my mind, am I smart enough for this? How did I get an offer to one of the most difficult courses to get on?

The first day in uni was here and I was nervous, nervous to meet new people, nervous to start learning again and felt the pressure on myself to try and do better than ever. It was the career I have always wanted, and I didn’t want to mess it up.

I loved it. Everyone was welcoming, the lectures were extremely interesting, I was loving placement, putting what I was learning to practise and learning more in practise, meeting midwives and women, genuinely enjoying everything but also working hard to stay organised to spend some time with my family. The juggling and adjustment were difficult, but I was doing it. Things were going great. The confidence grew. Until we had our first assignment. Then the thoughts were there again. I just didn’t know how I was going to overcome this. Until one day, we had a lecture with the lovely Beryl. She talked about the leadership academy and all it had to offer. It sparked my interest and I thought it could help me. I thought it could help me overcome my imposter syndrome and help to build my confidence. So I applied, I couldn’t lose anything only gain. My application form was accepted and I had a place.

I started off at a little disadvantage, the first day of the leadership programme I was in an exam for my midwifery degree and couldn’t make it. However, the second day I made it and was a little unsure at first, but I was made to feel welcome, and everyone was so kind. Meeting other from different courses helped me understand other people’s experiences on their courses and professions. They were helpful in helping me catch up on what I had missed during the previous day. It was lovely to hear the guest speakers’ experiences, it made me understand that everyone is a leader in their own way, it also made me feel that I was not alone in my thoughts of imposter syndrome. From previously been told in my job not to ask questions to being told as questions, there’s no such thing as a stupid question was reassuring. The ice breakers helped pull me out of my shell in speaking to people I had never met before. It was refreshing. At the end of the day, we had small boxes where people from the room left little notes. It put a smile on my face and a small tear to my eye as people who barely knew me were writing kind encouraging things to me. The confidence grew a little more.

Part of the leadership programme was being pared with a coach. I was pared with a lovely lady who was previously director RCM Wales. We have met several times via Zoom meetings, and she has helped me massively in building my confidence and realising who I am as a person. She is such a kind caring woman, and I was so pleased to have been matched with her. Her advise has been so valuable in my journey through first year midwifery and It will be taken forward. She was kind to invite me to an RCM leadership coaching day in Cardiff where I was able to meet more lovely coaches and RCM members it provided me with good foundation into being a leader and again built on my confidence in meeting new people.

My leadership journey has had a positive impact to my life and will help me on my journey in midwifery. I have passed my first year and my confidence is slowly returning. There is still some work to be done. Getting comfortable in speaking in front of a classroom is my next goal, however I am confident this will come in time alongside the belief in myself that I can achieve my goal in becoming a midwife. Beating imposter syndrome is an achievement. I know things will just get better with my growing confidence and belief in myself. Throwing myself forward to participate in class and to speak confidently in presentations will further my development during my course. I would recommend anyone struggling with confidence, self-belief and imposter syndrome to take the leap into SLA it’s such a good opportunity and really helps you in your life to achieve your goals.

Whatever Makes you Uncomfortable is your Biggest Opportunity for Growth – a reflection on how the Student Leadership Academy shaped my journey

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by Emilia Williams Mental Health Nursing Student

During my first few placements, I felt lost in the depths of trying to navigate where I stood and what my role was as a student. I think it is easy to forget why we chose to dedicate our lives to helping people when we encounter uncomfortable situations, at least I do anyway. This is where the Student Leadership Academy came into my journey.

I remember the fear of stepping into that room on day one, not knowing what to expect, but deep down knowing that I would be thrown out of my comfort zone, which I now know is so important for personal growth. Through what I learnt in the Academy, my self-belief has grown massively, along with my confidence.

They weren’t the only things I gained from the experience. I met some amazing students along the way, one of whom was a student paramedic sitting opposite me. We got chatting about my interest in mental health nursing within the Ambulance Service. She asked if I had met one of their mental health clinicians, and when I said no, I wondered aloud whether they offered spoke placements.

She suggested I get in contact to find out, so I did.

After reaching out, I discovered that a student nurse had never had a spoke placement with WAST’s mental health team. I was advised to speak to my personal tutor to see what could be arranged. After a couple of months, I became the first student mental health nurse to complete a pilot placement with their team.

This experience gave me an incredible insight into their role within the ambulance service and helped me realise what my dream job is for the future. Even more rewarding is that this placement is now available to second-year students. You could say it was right place, right time, but it also came from taking that step and putting myself forward.

One of the most incredible parts of the Academy has been the opportunity for coaching. Going back to the self-doubt I had experienced; the idea of coaching initially challenged me. I wasn’t sure what it would involve, and interestingly, it was also my coach’s first time in the role. We were both in the same boat, sharing similar feelings at the start.

We quickly realised that our focus would be on confidence and self-recognition. Through coaching, I was encouraged to reflect on my experiences in practice, how I responded to different situations and how developing leadership skills could shape those responses moving forward. It made me reconsider what leadership really means.

Before this, I associated leadership with hierarchy, but I came to realise that this isn’t the case. Leadership is about how you carry yourself and how you strive to be the best professional you can be for your patients, regardless of your role.

A significant part of my journey has been meeting other mental health nurses who inspire me, people I look at and think, that is the kind of nurse I want to be. Someone who supports others in the way I have been supported, and someone who is willing to empower future nurses to step into leadership themselves. I know that the lessons I have learnt through mentoring won’t stop at the Academy, they will stay with me throughout my career.

One of the best ways I can describe my growth is through the two different feelings I experience when putting on different uniforms. When I change into my greens as a Band 3 compared to being in my student uniform, there is a noticeable shift in my confidence. There is also a difference in how people treat me, which I have found to be one of the most challenging aspects to navigate.

Talking through these thoughts and feelings with my mentor has helped me make sense of this. It has allowed me to understand that confidence isn’t about the uniform you wear, but about recognising your own values and worth, regardless of the role you are in.

Looking back on my journey in university so far, it is hard to recognise the person I was when I first started my placements. I felt unsure, overwhelmed, and constantly questioning where I fitted in. The Student Leadership Academy came into my journey at a time when I needed it most, even if I didn’t realise it at the time. It has not only helped me build my confidence, but it has also helped me understand my own values as a student nurse and future practitioner, whilst giving me some of the most amazing opportunities along the way.

I didn’t just learn things about myself; I learnt that leadership isn’t about the most experienced person in the room or having a title. It is about how you show up, how you treat others, and how you continue to grow, even when you feel uncomfortable. As a student, it is easy to think that we are ‘just’ learners, but we bring so much more than we realise. We bring compassion, curiosity, and the willingness to improve, all of which are good qualities of a good leader.

I would encourage any student who is given the opportunity to be part of something like this to take it, even if it feels scary. Stepping out of your comfort zone is where growth happens. For me, it opened doors I didn’t even know existed, introduced me to people who have shaped my journey, and helped me find a clearer sense of direction for the future.

I would like to say thank you to Beryl for this wonderful opportunity and for helping us as students become the most passionate professionals. You are truly amazing, the kind of nurse I want to be in the future, and a huge thank you to my personal tutor for believing that I could take on this challenge.

What does it mean to be a leader?

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by Eleasha Killa Occupational Therapy Student

What?

Before joining the Student Leadership Academy (SLA), if someone asked me what leadership or a leader was, I would say it’s a position of authority, someone who is in charge and leads the way for others. Although this is true, the SLA has made me realise that there is so much more to leadership than that, including the fact that there is no such thing as a single leader. Instead, we are all leaders. The SLA programme also focused on the qualities of being a good leader, particularly compassionate leadership. Compassionate care is something that I hold close to my heart, and to see the new approach of compassionate care and leadership merge into the NHS is something I am grateful to witness and be a part of.

The SLA introduced me to like-minded individuals from different healthcare courses, who all had the same goal- to make a positive difference. The programme allowed me to increase my confidence in networking with others and building connections with future colleagues. The NHS constitution (2024) emphasises the importance of effective teamwork and collaboration, and it is clear to me that these skills occurred during the SLA.  The programme provides a collaborative approach between different healthcare degrees, allowing you to adopt the course principles of the NHS, whilst meeting potential future work colleagues.

During the programme, we worked in different groups to complete various tasks, which I will avoid speaking in detail, not to spoil the curiosity for future students. We learned and discussed emotional intelligence, compassionate leadership and received motivational talks from previous leadership students and qualified professionals. I was grateful to have been able to listen to these inspirational leaders tell their story, not only providing us motivation but also real-life examples of successful leadership and how individuals can overcome their imposter syndrome.

Imposter syndrome was something I was previously not aware of. To have a word to sum up how I felt at times as a healthcare student and healthcare worker was a relief to finally understand what I was feeling, but to also realise that others have felt this way, even those who have overcome massive barriers and reached the top. Being able to use a word to describe how I felt was not only reassuring, but also to realise that some steps can be taken to overcome this feeling.

So What?

During the programme, you are partnered with an experienced leader to guide you on your leadership journey. Together, my coach explored our backgrounds, experiences, and what it meant to us to be a leader. They provided me with various valuable tools to become a leader in both professional and personal contexts. We discussed the importance of reflection, which is also embedded within professional regulatory bodies such as the HCPC. Reflection is vital in ensuring we appreciate experiences that went well, but also areas to work on, ensuring we improve insight and future practice. Reflection supports continuous learning and development, encouraging safe and quality care, and is a crucial requirement of healthcare professionals (Health and Care Professions Council, 2024). This is something that I wish to not only adopt in practice, but in my personal life too.

My coach shared her knowledge and experiences as a leader, emphasising how to lead with compassionate care and how to overcome difficult situations/conversations through effective communication and active listening. My coach introduced me to the work of Michael West, who outlines the importance of compassionate leadership and inclusivity in the NHS and continues to work to embed this within practice.

During my mentoring, I also had the opportunity to attend a meeting with the senior board to advocate for additional funding for OT and PT input in a setting where these roles were previously not established. I was grateful to be a part of this intimate meeting and witness what is often an unseen/unheard process. I was able to see the emerging roles and growth of OT and PT in different settings, and the evidence behind these roles.

For me, the most significant part of the SLA was the emphasis on compassionate leadership. Working in the NHS, a nurse once told me, “Never lose that compassion you have for people”. These are words that have stuck with me and are words I wish to spread to others. We have all come into this role to help others, but amongst all the chaos and burnout, sometimes these core principles can become lost. Therefore, as a leader, it is vital that we keep this message clear and always encourage kindness and compassion. The SLA made me realise that although I provide compassion to others, I also need to reflect that same compassion and kindness inwards to myself. This is something that has been a huge takeaway for me and is something I will continue to work on.

Now What?

The SLA programme has impacted how I view what a leader is.

If someone were to ask me now what it means to be a leader, I would say that a leader is someone who leads with compassion, and it isn’t a position, but instead it is a mindset. The SLA allowed me to build connections with future colleagues and reflect on the importance of an effective collaborative MDT. These connections and skills are something I will continue to develop during my career, and I look forward to seeking further opportunities to do so. I am grateful to have been surrounded by like-minded individuals who are driven to provide the best care in the NHS. I am also thankful that these are people that I will not only have the privilege to work alongside, but also who will be caring for my loved ones- and possibly even me one day. Overall, my main message to others is to push yourself and step outside your comfort zone, as this is where growth happens. I would also say that there is no such thing as an individual leader, but instead that everybody is a leader, and everybody can make positive changes. The SLA made me realise that this compassion should not only be extended to others, but to yourself, and that you should always speak your truth- even if your voice shakes.

References

Driscoll, J. (2006). Practising clinical supervision: A reflective approach for healthcare professionals (2nd ed.). Baillière Tindall Elsevier. https://books.google.co.uk/books/about/Practising_Clinical_Supervision.html?id=-hCdP-WqkmYC&redir_esc=y

Health and Care Professions Council (HCPC). (2024, September 1). Reflection and Meeting Your Standards. Health and Care Professions Council. https://www.hcpc-uk.org/standards/meeting-our-standards/reflective-practice/reflection-and-meeting-your-standards/

NHS. (2024). Values of the NHS Constitution. Health Careers; NHS. https://www.healthcareers.nhs.uk/working-health/working-nhs/nhs-constitution

Rolfe, G., Freshwater, D. and Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan.

Image references

Erlacher, J. (2024, May 2). Being a leader doesn’t require a title; having a title doesn’t make you one. LinkedIn. https://www.linkedin.com/posts/joleneerlacher_leadership-title-leader-activity-7191892566408089601-vkzD

Instagram. (2017). Daily Philosopher on Instagram: “‘If your compassion does not include yourself, it is incomplete.’ | Jack Kornfield.” Instagram. https://www.instagram.com/p/DG_mZcezMYn

Yn Arwain Heb Deitl: Fy Nhaith Drwy Academi Arweinyddiaeth Myfyriwr

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Gan Cory Jackson Myfyriwr Parafeddyg

Cyflwyniad

Mae arweinyddiaeth yn aml yn gysylltiedig ag awdurdod, uwch-radd, neu rolau ffurfiol. Cyn ymuno ag Academi Arweinyddiaeth Myfyriwr (SLA), roeddwn i’n rhannu llawer o’r rhagdybiaethau hyn. Fodd bynnag, mae fy mhrofiad fel Myfyriwr Parafeddyg ym Mhrifysgol Abertawe wedi herio ac ail-lunio fy nealltwriaeth o’r hyn y mae arweinyddiaeth yn golygu. Mae’r blog adlewyrchu hwn yn archwilio fy nhaith arweinyddiaeth trwy’r SLA, gan ddefnyddio model adlewyrchu Borton (1970) o ‘Beth? Felly beth? Beth nawr?’. Mae’n adlewyrchu ar yr hyn a ddysgais o’r rhaglen, sut mae’r dysgu hwn wedi dylanwadu ar fy nealltwriaeth o arweinyddiaeth, a sut bydd hyn yn llunio fy ymarfer proffesiynol yn y dyfodol.

Beth? – Fy Mhrofiad o’r Academi Arweinyddiaeth Myfyriwr

Mae’r Academi Arweinyddiaeth Myfyriwr (SLA) yn rhaglen arweinyddiaeth ryngbroffesiynol a gynlluniwyd i annog myfyriwr o ddisgyblaethau iechyd a gofal cymdeithasol i ddatblygu rhinweddau arweinyddiaeth sy’n berthnasol i’w cyd-destunau personol, proffesiynol a sefydliadol. Fel myfyriwr blwyddyn gyntaf, roedd cael fy newis ar gyfer y rhaglen yn gyffrous ac yn heriol. Yn wahanol i fentrau arweinyddiaeth traddodiadol, nid yw’r SLA yn canolbwyntio ar deitlau na swyddi arweinyddiaeth. Yn lle hynny, mae’n annog myfyrwyr i archwilio eu dulliau arweinyddiaeth eu hunain a datblygu hyder mewn arwain trwy ysbrydoliaeth, dylanwad a chefnogaeth.

Dechreuodd y rhaglen gyda digwyddiad croeso a gweithdy dros ddau ddiwrnod, a oedd yn cynnwys byrstiau o theori, gweithgareddau rhyngweithiol, a thrafodaethau gan arweinwyr ysbrydoledig o fewn iechyd a gofal cymdeithasol. Roedd y straeon arweinyddiaeth hyn yn arbennig o effeithiol, gan eu bod yn dangos bod arweinyddiaeth yn aml yn cael ei llunio trwy brofiad byw yn hytrach nag awdurdod ffurfiol. Fe wnaeth clywed arweinwyr yn adlewyrchu’n onest ar eu teithiau fy helpu i wneud arweinyddiaeth teimlo’n fwy hygyrch a cyraeddadwy.

Elfen allweddol o’r SLA oedd creu cymuned ymarfer ryngbroffesiynol. Drwy weithio ochr yn ochr â myfyriwr o wahanol gefndiroedd iechyd a gofal cymdeithasol, llwyddais i rwydweithio, meithrin perthnasoedd, a chael cipolwg ar sut mae arweinyddiaeth yn gweithredu ar draws disgyblaethau gwahanol. Gwnaeth y gefnogaeth gan gyfoedion gwella fy mhrofiad dysgu ac atgyfnerthodd y gwerth o gydweithio mewn lleoliadau gofal iechyd.

​​Elfen ganolog arall o’r rhaglen oedd cymryd rhan mewn tair sesiwn hyfforddi. Drwy hyfforddi, cefais fy annog i nodi fy nodau arweinyddiaeth fy hun, yn enwedig o ran hunanhyder, gwaith tîm, a chyfathrebu rhyngbersonol mewn amgylcheddau proffesiynol a chlinigol. Gan dynnu ar fy mhrofiad blaenorol fel Prif Achubwr Bywyd ac Athro Nofio, sylweddolais fod gen i brofiad arweinyddiaeth eisoes, hyd yn oed os nad oeddwn wedi’i labelu’r rhain o’r blaen. Helpodd y broses hyfforddi fi i gysylltu’r profiadau blaenorol hyn â’m rôl yn y dyfodol fel parafeddyg.

Felly Beth? – Gwneud Synnwyr o’r Dysgu

I mi, agwedd fwyaf ystyrlon o’r SLA oedd y newid yn y ffordd rwy’n deall arweinyddiaeth. Yn flaenorol, roeddwn i’n cysylltu arweinyddiaeth â rolau uwch ac awdurdod. Drwy’r rhaglen, des i i ddeall arweinyddiaeth fel proses sydd wedi’i gwreiddio mewn hunanymwybyddiaeth, perthnasoedd a dylanwad. Roedd y dysgu hwn yn arwyddocaol oherwydd ei fod wedi ail-lunio fy hunaniaeth fy hun fel arweinydd.

Deilliodd y newid persbectif hwn o bwyslais y rhaglen ar adlewyrchu, adrodd straeon a hyfforddiant. Fe wnaeth gwrando ar deithiau arweinyddiaeth gan weithwyr proffesiynol ar draws iechyd a gofal cymdeithasol fy helpu i sylweddoli nad yw arweinyddiaeth yn dilyn un llwybr. Mae’n debyg bod y ddealltwriaeth hon oherwydd y profiadau amrywiol ges i o siaradwyr, a amlygodd y gall arweinyddiaeth ddod i’r amlwg ar unrhyw gam o yrfa.

Drwy ddefnyddio fframwaith adlewyrchu Borton (1970) roeddwn i’n gallu archwilio’n feirniadol sut oedd y profiadau hyn wedi effeithio ar fy meddwl. Dechreuais gydnabod bod fy awydd i ddatblygu hunanhyder a sgiliau cyfathrebu yn uniongyrchol gysylltiedig â’m hymarfer clinigol yn y dyfodol. Mae arweinyddiaeth effeithiol mewn gofal iechyd yn dibynnu nid yn unig ar gymhwysedd clinigol ond hefyd ar y gallu i weithio o fewn timau, cyfathrebu’n glir, a chefnogi eraill dan bwysau.

Gwnaeth y sesiynau hyfforddi dyfnhau’r ddealltwriaeth hon ymhellach. Fe wnaeth cael fy annog i fynegi fy nodau helpu i sylweddoli bod datblygu arweinyddiaeth yn fwriadol ac yn barhaus. Roedd hyn yn arbennig o berthnasol yn dilyn fy lleoliad gwaith EMS cyntaf gyda’r Gwasanaeth Ambiwlans Cymru, lle’r oedd tîm a chyfathrebu yn hanfodol. Deallais y dysgu yn y ffordd hon oherwydd ei fod yn cysylltu’n uniongyrchol ag ymarfer a chyflogadwyedd yn y byd go iawn, gan atgyfnerthu perthnasedd arweinyddiaeth y tu hwnt i leoliadau academaidd.

Beth Nawr? – Datblygu Fy Nhaith Arweinyddiaeth

Ar ôl adlewyrchu a dadansoddi fy mhrofiad o’r SLA, rwyf bellach yn sylweddoli bod datblygu arweinyddiaeth yn daith barhaus yn hytrach na chanlyniad sefydlog. Rwy’n teimlo’n fwy hyderus wrth gydnabod fy mhotensial arweinyddiaeth fy hun a deall sut mae fy mhrofiadau yn y gorffennol yn cyfrannu at fy ymarfer yn y dyfodol fel parafeddyg.

Wrth symud ymlaen, byddaf yn chwilio’n weithredol am gyfleoedd i gymhwyso’r hyn rydw i wedi’i ddysgu, yn enwedig mewn lleoliadau clinigol ac amgylcheddau tîm. Rwyf bellach yn deall pwysigrwydd hunanymwybyddiaeth ac adlewyrchu wrth ddatblygu ymddygiadau arweinyddiaeth effeithiol. Byddaf yn parhau i ddatblygu fy sgiliau cyfathrebu rhyngbersonol a’m hyder, gan gydnabod y rhain fel cymwyseddau arweinyddiaeth hanfodol o fewn gofal iechyd.

Rwyf bellach yn gallu ystyried arweinyddiaeth fel rhywbeth rwy’n ymarfer bob dydd, yn hytrach na rhywbeth rwy’n aros i’w gael. Bydd y newid meddylfryd hwn yn cefnogi fy natblygiad proffesiynol ac yn gwella fy nghyflogadwyedd. Mae ymgysylltu â’r SLA hefyd wedi atgyfnerthu pwysigrwydd cydweithio rhyngbroffesiynol, y byddaf yn ei barhau yn fy ngyrfa yn y dyfodol.

Yn y pen draw, gallaf nawr ddeall fy null arweinyddiaeth fy hun yn well a theimlo’n fwy parod i ysbrydoli, dylanwadu a chefnogi eraill o fewn lleoliadau iechyd a gofal cymdeithasol.

Casgliad

Mae’r Academi Arweinyddiaeth Myfyriwr wedi chwarae rhan allweddol wrth lunio fy nealltwriaeth o arweinyddiaeth. Drwy adlewyrchu, hyfforddi, a dysgu rhyngbroffesiynol, rwyf wedi symud o weld arweinyddiaeth fel teitl i’w chydnabod fel arfer personol a phroffesiynol. Mae’r profiad hwn wedi cefnogi fy nhaith arweinyddiaeth a bydd yn parhau i ddylanwadu ar sut rwy’n datblygu fel gweithiwr gofal iechyd proffesiynol yn y dyfodol.

 

Cyfeiriadau

Borton, T. (1970). Reach, touch, and teach : student concerns and process education. New York Mcgraw-Hill Paperbacks.

Finding My Voice: A Journey into Leadership

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by Teodora Grancea Operating Department Practitioner Student

I did not join the Student Leadership Academy because I believed I was a leader. In fact, when I first signed up, leadership felt like something that belonged to other people, those with more experience, more confidence, senior positions or a title that placed them at the front of the room. As an Operating Department Practice (ODP) student, my focus had always been simple: work hard, learn as much as possible, and do my best for the patients I care for. What I didn’t realise at the time was that leadership often begins long before that, during training, or in my case, in a cosy room from Swansea University. The Student Leadership Academy didn’t just teach me about leadership, it helped me discover parts of myself I had not yet recognised. Through listening to the speakers, coaching, and connecting with the fellow students, it challenged my assumptions, strengthened my confidence, and showed me that leadership is not about being the most experienced person in the room. It is about understanding yourself, supporting others, and having the courage to keep growing. What began as a programme to develop leadership skills gradually became something much more meaningful: a journey of self-awareness, empathy, and leading a team with the heart.

Where I Started

Before the Leadership Academy, I would describe myself as someone with a very strong work ethic. I believed that if I worked hard enough, stayed focused, and did everything expected of me, I would succeed. Hard work has always been important to me, and I still value it deeply. However, leadership was not something I saw in myself at that stage. To me, leadership belonged to those with more experience, more authority, or more confidence. As a student, I often felt my role was simply to learn quietly, observe, and do my tasks well. Looking back now, I realise the gap was not ability, it was self-belief. I had not yet recognised that leadership can begin long before a title or a position, even though somewhere inside my heart, I was a leader who wanted to be present for the other team members in challenging situations.

A Familiar Face at the Right Time

Walking into the Student Leadership Academy for the first time, I imagined a learning experience with presentations and some helpful advice about leadership. Instead, the academy created a powerful starting point for the leadership conference, where I was introduced to inspiring individuals and new ideas that pushed me to think differently about myself, my development, and the professional I want to become.

One of the moments that made the experience feel particularly special was meeting a familiar face at the right time, Andrew Lelliott as I had previously worked with him during one of my clinical placements before he moved to another hospital. Seeing him again at the Leadership Academy felt that I arrived at the right place to grow professionally, to develop my skills and become the best version of myself as a Student ODP. Sometimes growth happens when someone simply creates the space for you to reflect—and that is exactly what coaching with Andrew did for me.

Coaching: The Moment Everything Shifted

The individual coaching sessions became the most powerful part of the programme for me. Unlike traditional teaching, coaching was not about being told what to improve. Instead, it was about being asked the right questions—questions that made me pause, think, and sometimes see myself in a completely different way. Through these conversations, I began to understand my strengths more clearly, but also the areas where I wanted to grow. Coaching gave me permission to be honest with myself, without judgement.

One important “work towards” was about balance. I have always been someone who believes in working hard and giving my best. But coaching helped me recognise that growth also requires balance, making time for family, protecting wellbeing, and understanding that rest and reflection are part of becoming a better professional. That shift alone changed the way I approach both my studies and my future career. Another take away from the coaching with Andrew was motivation to stay positive and ambitious even in challenging moments.

Discovering Confidence I Didn’t Know I Had

Another area where I noticed real growth was confidence. Working in theatre environments can sometimes be intimidating, especially for students. There are strong personalities, fast decisions, and a lot of responsibility. Before the academy, I sometimes hesitated to speak up in those situations and say NO. Through coaching and listening to the speakers, I began to see that my perspective also has value. Patient safety depends on teamwork, communication, and the willingness to contribute—even when you are still learning. When I returned to placement, I noticed a quiet but important change. I felt more comfortable asking questions, sharing thoughts, and engaging more actively within the team. I wasn’t trying to be the loudest voice in the room, but I was no longer afraid to have a voice. For me, that was an important step forward.

Learning the Power of Emotional Intelligence

One of the biggest lessons from the Leadership Academy was the importance of emotional intelligence in healthcare. Hospitals are intense environments. Stress, pressure, and responsibility can affect how people communicate and behave. After attending the conference from Leadership Academy, I became more aware of my own emotions and how they influence my reactions. At the same time, I started to understand that what may appear as challenging behaviour from others is often simply a response to pressure, fatigue, or burnout. This shift in perspective helped me respond with more empathy and patience, which made me a better team player. Instead of reacting quickly, I learned to pause, listen, and understand the situation more deeply. In a team where patient safety depends on trust and communication, those small changes make a big difference, and myself a better leader as I am now able to support better and be present when others need it.

Why Coaching Matters

For me, coaching was the heart of the Leadership Academy experience. It helped me develop a growth mindset—seeing challenges not as barriers but as opportunities to learn. It encouraged me to step outside my comfort zone, to trust my abilities, and to approach new situations with curiosity rather than fear. Most importantly, it helped me realise that leadership is not about authority. It is about supporting others, awareness, and the willingness to grow. Leadership begins with understanding yourself, and coaching gave me the space to do exactly that.

A Journey That Continues

One of the most meaningful things about this experience is that it did not end when the programme finished. Even now, I still stay in contact with Andrew and reach out when I need advice or a different perspective. That continued connection reminds me that growth is not something that happens in a single moment—it is an ongoing journey. Walking away of the door from Student Leadership Academy, I understood more clearly who I am, what I value, and the kind of healthcare professional I want to become.

Looking Forward

Reflecting on this journey, I realise that leadership is not something you suddenly achieve one day. It develops through reflection, learning, and the courage to keep improving. The Student Leadership Academy gave me the opportunity to step back, acknowledge Imposter Syndrome, reflect on myself, and grow in ways I did not expect. It strengthened my confidence, deepened my self-awareness, and reminded me that leadership often begins in the quiet moments where we choose to learn, listen, and support others.

As I continue my journey as an ODP student, I carry these lessons with me. And perhaps the most important one is this: Leadership is not about being perfect. It is about being willing to grow.

My Journey Through the Student Leadership Academy as a Mature Adult Nursing Student

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by Maryam Jafari Afshar

 Introduction

In my previous role as a teacher, I worked with pupils of varying ages and abilities, which provided both challenges and rewards. This experience enabled me to develop strong communication skills and an appreciation for the importance of understanding individuals’ backgrounds and experiences. Supporting learners required patience, adaptability, and commitment beyond the classroom. I particularly valued the collaborative nature of the role, the structured environment, and the sense of purpose it offered.

Despite finding teaching fulfilling, I became increasingly interested in pursuing a career in nursing. Both professions share core values such as care, responsibility, and the ability to perform under pressure. However, nursing presented a new challenge and an opportunity for further personal and professional development. With this motivation, I began my nursing studies in September 2024, aware of the demands associated with the profession.

 Initial Challenges and Emotional Intelligence

The transition into nursing was not without difficulty. At the beginning of my course, I experienced self-doubt, particularly after failing my first module. Adjusting to the clinical placement heightened these feelings, leading me to reflect on my abilities and consider how well my previous experience could be applied to nursing practice.

A significant turning point occurred during Beryl Mansel’s lecture on compassionate leadership, which emphasised the value of empathy, understanding, and supportive environments. This helped me reconnect with my values and reaffirm my motivation (Mansel & Einion, 2019).

A key concept introduced was emotional intelligence (EI), which is fundamental to effective leadership in healthcare. EI involves recognising and managing one’s emotions while understanding and responding to others. It includes self-awareness, emotional regulation, social awareness, and relationship management-skills essential in nursing. Research shows that emotionally intelligent leaders improve teamwork and patient safety (Farghaly Ali Mohamed et al., 2019; Mansel, 2017).

 Empathy and Self-Awareness in Leadership

Leadership in nursing is essential for maintaining patient safety and quality care. Emotional intelligence supports communication, teamwork, and decision-making. Although not always formally recognised, many nurse leaders demonstrate EI through empathy and relationship-building (Mansel & Einion, 2019).

Empathy is a key leadership skill. Understanding and responding to the emotions of patients and colleagues builds trust and improves teamwork. In practice, this involves recognising when individuals need support. During placement, I observed a colleague feeling overwhelmed during handover. By offering assistance, the situation became calmer, demonstrating how empathy can positively influence team dynamics (Mansel, 2017).

Self-awareness is equally important. Transitioning into nursing brought emotional challenges, including stress and self-doubt. Developing self-awareness helped me recognise and manage these emotions effectively (Mansel & Einion, 2019). Through reflection and feedback, I improved my communication and confidence in clinical settings.

 The Student Leadership Academy Experience

The Student Leadership Academy (SLA) played a significant role in my development. It provided a supportive environment that encouraged reflection, communication, and confidence building (Mansel & Einion, 2019).

Although I had experience speaking in front of students, I initially lacked confidence when interacting with unfamiliar individuals in clinical environments. Through the SLA, I became more comfortable sharing ideas and taking on leadership roles. This reflects the development of emotional intelligence, particularly in managing relationships and emotions (Farghaly Ali Mohamed et al., 2019).

The programme also reinforced the importance of adaptability and continuous learning. Reflective activities helped me identify my strengths and areas for improvement, supporting my development as a nursing student.

 Coaching and Teamwork

Coaching played a pivotal role in my development. I discussed my fear of public speaking and anxiety around patient handovers with my personal leadership coach, Simon James, who advised me to take small, gradual steps to build confidence.  This approach helped me build confidence and reflect on self-management within emotional intelligence (Mansel & Einion, 2019).

Teamwork was also emphasised. Effective leaders create positive environments through communication, encouragement, and recognition. Even small actions, such as positive feedback, can improve morale and strengthen relationships (Farghaly Ali Mohamed et al., 2019).

Through group activities, I experienced how collaboration and mutual support contribute to team cohesion and improved patient outcomes.

 Challenges in Healthcare Leadership

Despite its importance, applying emotional intelligence in healthcare can be challenging. Time constraints, staff shortages, and workload pressures can limit opportunities for emotional support (Mansel & Einion, 2019). I observed that busy environments often make it difficult to prioritise these aspects.

These pressures can also affect leaders, highlighting the importance of resilience and emotional regulation (Farghaly Ali Mohamed et al., 2019). I found mindfulness and reflective journaling helpful in maintaining emotional balance.

Another challenge is the disconnect between senior management and frontline staff. Limited communication can reduce morale and engagement. Emotionally intelligent leadership requires presence, communication, and understanding (Mansel, 2017). By engaging with colleagues and listening actively, leaders can help create a more supportive environment.

 Conclusion

In conclusion, emotional intelligence is a fundamental component of effective leadership in nursing. It supports patient safety, strengthens teamwork, and contributes to high-quality care. Leaders who demonstrate emotional awareness are better able to build relationships and create positive working environments (Mansel & Einion, 2019).

My experience within the Student Leadership Academy has been transformative. It has strengthened my confidence, enhanced my leadership skills, and deepened my understanding of emotional intelligence in practice.

I now recognise that effective leadership extends beyond clinical knowledge and technical skills. It requires empathy, self-awareness, and the ability to connect meaningfully with others. Although my transition from teaching to nursing has been challenging, it has also been rewarding. I remain committed to my development as a nursing professional and take pride in the progress I have made throughout this journey.

 References

Farghaly Ali Mohamed, A., Abd El Aziz Omar Abdel Rahman, A., & Mostafa Fahmy Isamil, A. (2019). Effect of head nurses emotional intelligence educational program on nurses motivation and organizational support. Egyptian Journal of Health Care, 10(4), 355–386. https://doi.org/10.21608/ejhc.2019.186762

Mansel, B. (2017). Emotional intelligence is essential to leadership. Nursing Standard, 31(21), 29–29. https://doi.org/10.7748/ns.31.21.29.s28

Mansel, B., & Einion, A. (2019). “It’s the relationship you develop with them”: Emotional intelligence in nurse leadership. A qualitative study. British Journal of Nursing, 28(21), 1400–1408. https://doi.org/10.12968/bjon.2019.28.21.1400

Developing Leadership from the Frontline : My Leadership Journey as a Student Paramedic

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by Becca Hook 2nd year Paramedic student.

Leadership is often described as the ability to inspire, direct, and make decisions, but in paramedicine, and with the support of the leadership academy I’ve learned it’s something much deeper. While attending the leadership days I’ve discovered that effective leadership isn’t just about knowledge or skill. It’s about how we relate to others, manage stress, and stay grounded under pressure. It’s about emotional intelligence, the ability to understand and manage our own emotions, as well as those of the people around us.

My journey has shown me that emotional intelligence is not a luxury in healthcare, it’s a necessity. Whether I’m leading a simulation or supporting a patient through their worst day, my capacity to empathise, stay calm, and communicate clearly can make the difference between a job being focused and structured or becoming overwhelmed , and as a result, I’ve come to understand that the foundation of strong leadership is emotional understanding.

The Early Days, Understanding Leadership and the self

Initially, I was laser-focused on clinical skills. I wanted to master ECG interpretation, Cannulation, airway management, all the tangible, measurable competencies. Leadership, I assumed, would come later, after I had earned my stripes.

While out on placements, I quickly found myself in situations where I was being pushed out of my comfort zone: managing a primary assessment, or speaking up during a handover. Watching experienced paramedics, I saw that the best leaders weren’t necessarily the most assertive. They were the most emotionally aware. They were the ones who read the room, noticed when their partner was overwhelmed, and offered support without words. They showed empathy to patients without judgment and debriefed after hard calls with genuine care. That is the kind of leader I aspire to be.

Teamwork and Emotional Intelligence

Leadership, especially in paramedicine, doesn’t exist in a vacuum. We work in high-stakes environments where success depends on collaboration. The ability to lead a team effectively means being able to sense tension, diffuse conflict, and create an atmosphere of safety. That’s where emotional intelligence becomes indispensable.

 I was asked to take the lead on a relatively straightforward call: a patient with chest pain. With my mentor by my side, I introduced myself, conducted the primary assessment, and made treatment suggestions. But what made that moment feel significant wasn’t just that I was practicing clinical leadership, it was that I was supported by the crew.

My mentor didn’t take over when I hesitated. Instead, they asked questions to guide my thinking and encouraged me to trust my training. They backed me up when I made decisions, gently correcting or confirming as needed. That experience highlighted something vital: good leadership isn’t about having all the answers. It’s about knowing when and how to use the people around you.

That moment taught me that emotional regulation, one of the pillars of emotional intelligence isn’t about suppressing emotion, it’s about channelling it. By staying calm, we took a second to reassess, and we worked more effectively. That experience reinforced the idea that great leaders use Emotional Intelligence to guide not only decisions, but dynamics.

Feedback and Self-Awareness

A big part of developing emotional intelligence as a student leader has come through feedback, sometimes the uncomfortable kind. After one shift, a crew member gently pointed out that I had come across as a little abrupt during a handover. I hadn’t intended to be, but the pressure of the situation had compressed my tone.

At first, I felt slightly defensive. But over time, I realised leadership requires constant reflection and self-awareness, recognising not just your intentions but how your actions are perceived. I began checking in with my mentor more often, and asking for input, especially after stressful calls. This open loop of feedback helped me build trust, and more importantly, it made me a more adaptable and compassionate learner.

Empathy and Leadership Beyond the Call

Empathy doesn’t just apply to patients, it applies to us all.  Being a student paramedic has also taught me that leadership doesn’t end when the shift does. Whether it’s supporting the new cohort, participating in university meetings, or advocating for mental health support in the program, there are countless ways to lead within the student community. I’ve found that by engaging in these efforts, I am beginning to grow my leadership skills, and also deepen my appreciation for teamwork on a broader scale.

The Interplay of EI and Clinical Judgment

One misconception I had early on was that emotions should be kept separate from clinical judgment. But I’ve since learned that Emotional Intelligence actually sharpens our clinical thinking. When we’re able to regulate our emotions, we make clearer decisions. When we practice empathy, we can build a better rapport, putting the patient at ease, and by including them in the discussion helps us gain a more accurate history and provide more cooperative care.

Leadership, isn’t just about what we do in the moment, it’s about how we influence the emotional tone of every situation. A team that feels safe and understood performs better under pressure. A patient who feels heard is more likely to trust and follow advice. These outcomes don’t happen by accident, they happen when leaders bring emotional intelligence into every interaction.

Conclusion

As I look back on my leadership journey so far, what stands out is not just the calls or the clinical milestones, but the emotional lessons. I’ve learned that leadership is about connection. It’s about understanding yourself, reading the room, and choosing empathy over ego.

I still have a long way to go. There will be more difficult calls, more leadership challenges, more moments of doubt. But I carry with me the understanding that the best leaders don’t just guide teams or treat patients—they make people feel safe, seen, and supported. And that starts with emotional intelligence.

As I continue to grow, I’ll strive to lead not just with knowledge or skill, but with self-awareness, empathy, and integrity. Because in paramedicine, and in life leadership is not about being in charge.  It requires empathy, professional judgement, and a commitment to supporting those around you.