Author: berylmansel

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.

The Journey of Leadership: A Student Paramedics’ Perspective by

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by PJ Kinsella, second year paramedic student

Leadership: It’s not an end game; it is a continuous journey. In this journey we continue to learn and grow as leaders. Sometimes this will see us in and out of leadership roles, both formally and informally, but is all part of the journey towards becoming an effective leader in your field. 

As a paramedic student, you are thrust forward into leadership roles, whether you like it or not, or even whether you’re ready or not!

The expectation of becoming that reassuring figure who turns up when you need it most, weighs heavy. When someone rings 999 and asks for the ambulance service, they are inevitably having a bad day, and it is us that turns up to try and provide comfort, treatment and reassurance.

But despite that, we continue to learn, we continue to try and we continue to grow, both as student paramedics but also as leaders. 

We start our journey to becoming paramedics with all the knowledge and skills imparted on us, and then go out into our clinical placements on ambulances, where we start by being a small part of patients journey, with all of our questions and fumbles, we begin to learn and put all of our knowledge and taught skills into practice. Each placement shift, stepping a little more into the spotlight, stepping more into the role of a paramedic and with that, more into the role of being a leader.

Before attending the Student Leadership Academy, I hadn’t taken the time to recognise the leadership skills and behaviours that paramedicine requires, even at student paramedic level, and these skills and behaviours are displayed not only when on clinical placement, but also when in academic settings.

One of the first presentations we had was from a previous student alongside a current student, and they discussed the qualities of a leader. These were listed as resilience, emotional intelligence and grit.

These qualities not only tend to be evident in paramedics but also in most successful candidates who join a paramedic course.

So, does that mean we are all leaders?

Can we all be leaders?

We’ve all heard of the old proverb, “too many cooks spoil the broth”, so if we are all possessing these leadership qualities, should we surmise that more than one paramedic in a room will lead to disaster?

Well, that may be true in some scenarios! But this is where our emotional intelligence begins to become evident. Because being a leader does not always mean being at the forefront of a situation and herein lies our leadership journey.

It can be argued that we see a Dunning-Kruger effect, whereby we start with no idea of leadership, or the skills we may possess, or our place as a leader. This is where we all begin, as student paramedics, we go out to our clinical placements, being reserved and quiet, where we observe our clinical practice educators without being part of the scenarios. We use our social and self-awareness to observe and learn, and arguably then forget all of this as we move into the next stage!

We then move onto trying to be a leader without really knowing anything about being a leader! This is where I know personally, I’ve tried to enact the age-old adage “Fake it, till you make it” Here, we try to exude confidence and often try to take hold of scenarios with no real concept of where we are going or why we are doing whatever we are doing! I imagine that this is where practice educators see paramedic students go off with confidence before quickly turning into a deer in headlights! (Usually in front of a full trauma team as we try to hand over a patient in ED!) Although our emotional intelligence is lacking here, our resilience and grit really starts to shine through! Perseverance through complete lack of awareness!

And so, we move on, we begin to learn how much we don’t know and are very quickly humbled by our developing knowledge and experience! We lose our confidence, imposter syndrome creeps in, and once again we step back. We don’t feel like we can be leaders here.

Arguably, this is the most important stage of your developing leadership role. We step back, but by doing so, we show more leadership skills than we realise! Our emotional intelligence comes back to the forefront as we start to recognise our shortcomings.

The final stage, where we develop the confidence to accompany our skills. As paramedic students on clinical placements, we look to hit this stage as we come to the end of our second year of study. We are expected to lead assessments and take the lead when making clinical decisions about our patients.

As we progress up this curve we suffer setbacks along the way, but we continue to really tap into our leadership qualities. We use our emotional intelligence to give ourselves grace and know that we cannot know everything or every get everything right, our resilience and grit pushes us forward even when setbacks burden us.

So as the Dunning-Kruger curve comes to an end, conceivably, the final stage in practice, is infinite. We never truly stop learning, but by having confidence in what we do know, and realistically knowing we can never know everything, we can be knowing in our shortcomings, and in a clinical context, this creates safe practice.

And although I have discussed leadership from the point of the self, as we demonstrate these behaviours and begin enacting them, we become leaders from the outside too. By pushing forward and being an example to our peers, we are then by definition, leaders.

Leadership: More Than Just a Title – A Reflection on My Experience of the Student Leadership Academy

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by Gwion Williams 

S24 Paramedic Science

Introduction 

Leadership is a quality that sits at the very core of the paramedic profession. As the lead clinician on an ambulance, and someone who works in a field where one is frequently involved with the management of complex time-critical, unstable and deteriorating patients, effective and clear leadership is crucial for any paramedic; not only in certifying improved patient outcomes but also in ensuring crew cohesion and an effective working environment.

My name is Gwion Williams, and I am a second-year student paramedic and a member of the Student Leadership Academy (SLA) at Swansea University. I first embarked upon the SLA when receiving a lecture on compassionate leadership by the Academy’s founder Beryl Mansel. I was intrigued by the notion that strong leadership is as much about listening, understanding and resonating with those in your team as it is about courage, decisiveness and resilience. Inspired by her lecture and wanting to learn more I submitted my application to join the Academy with the hope to receive guidance on how to become a stronger leader as I head through my training towards future qualification. However, little did I realise that this programme would completely revolutionise my understanding of what leadership is and help me adopt qualities that will undoubtedly change my future practice and benefit those around me.

This reflection, structured in accord with Borton’s (1970) reflective model, will aim to look back on my experience of the SLA, focus on how my prior understanding of leadership was challenged and how the new qualities that I have since adopted will drive my future career.

What?

When I started my university journey, I made a conscious decision to commit to the vast opportunities available that would help develop me into a more well-rounded student and build a stronger foundation for a successful career. Therefore, when the opportunity arose to apply for the SLA at the start of my first year, I applied without hesitation and was delighted and excited to learn I had been accepted shortly thereafter.

The Academy commenced with a two-day interprofessional workshop which entailed talks from guest speakers from a multitude of different health and social care backgrounds, taught sessions on compassionate leadership and emotional intelligence and the opportunity to network and collaborate with other students from an array of different healthcare courses who all shared similar aspirations to advance in their leadership journey. This two-day workshop gave me a firsthand opportunity to hear about the leadership journeys of some of today’s leaders of the NHS as well as previous alumni of the SLA, the pathways they took to get to where they are today and how they overcame the challenges that presented along the way. The conference was a productive space where through group discussion and exercises I got to cultivate meaningful friendships with like-minded individuals from a host of different courses and learn about their perspectives on leadership and how the concept applied differently to each discipline, from nursing and midwifery to the operating department and occupational therapists. 

Following the conference, we undertook our coaching journeys where we were all paired with a leadership coach that would mentor us through online sessions over the coming months on how to become more effective leaders.

So what?

Leadership can sometimes feel like a concept that is far beyond our reach, especially as students who are still in the process of learning about the profession they dream of one day undertaking. However, the SLA showed me that I already exhibit some of the characteristics that create successful leaders in my everyday life. It was only when the concept of emotional intelligence (EI) was introduced to me through the conference that I realised this and my entire perspective of the notion of leadership and what it takes to be a successful leader changed forever.

“Emotional intelligence is a type of social intelligence that involves the ability to monitor one’s own and other’s emotions, to discriminate among them, and to use the information to guide one’s thinking and actions” (Mayer & Salovey, 1993).

People often associate the idea of leadership with superiority, control and authority and prior to the SLA these terms were some of the connotations that I would have associated with leadership. However, what the Academy showed me is that a leader who sparks change, a leader who motivates and a leader who houses the trust of their team and/or employees is one who shows and promotes the principles of EI. 

Research by Palmer et al. (2001) suggested that one’s capacity to recognise and regulate one’s own and others’ emotions could be key qualities possessed by transformational leaders. For example, their work found that the ability to identify when a colleague could benefit from feedback may stem from one’s ability to recognise emotions suggesting this i.e. being able to perceive an employee’s sense of being undervalued. This goes to show just one example of how and why EI is an invaluable quality for leaders to have and how it could help create a more efficient working environment where employees feel better supported.

We were introduced to the four main principles of EI:

  • Self-Awareness
  • Self-Management
  • Social Awareness
  • Relationship Management

The above highlights that leadership is more than just a quality inherited by a title; it is a holistic phenomenon created through reflection and having a rich understanding of one’s own emotions, motivations and challenges, before then learning how to recognise this in others to support and develop your organisation and the people around you.

The Academy pointed out to me that some of the qualities of EI are ones that I already exhibit through my daily life whether as a student paramedic on healthcare placement, as a subject representative or as a member of a society committee. Ergo, my leadership journey is something that I am already embarking upon now and is not perhaps something that initially seemed so far away. This new understanding dissipated any imposter syndrome I may have previously felt as I now felt like leadership was something much more within my capability to achieve and something I could work on in the present moment.

Additionally, the guest speakers showed me that everyone’s leadership journey is different and is a continuous process of stepping outside your comfort zone, reflection and personal growth. Each of these individuals had different lives and pathways that led into leadership and leadership often manifested in unexpected ways in their careers, which inspired me and made leadership feel like something that was a lot more obtainable.

The finale of the conference was by far my favourite part of the two days. We were given the opportunity to reflect on each of our taught courses and in groups devise a concept that would benefit our student experience and our learning at university. After spending some time setting clear objectives and analysing the logistics and resources needed, we presented our idea to the rest of the conference. Our concept was entitled “Red Call Event” and was a multidisciplinary large scale simulation day that would follow a patient from start to finish of their healthcare journey from a pre-hospital environment to hospital treatment to the operating department and then to post-discharge care. The aim of this project was to allow collaboration between students from different healthcare courses, to increase one another’s understanding of each profession and to allow more opportunity for interprofessional working. An example of such a scenario that we presented was a pregnancy requiring emergency surgery as this included paramedics, midwives, nurses, operating department practitioners and much more. As a student paramedic, I encounter all sorts of different healthcare professionals when out on placement and I believed that having this richer understanding of what each profession does and simulating a scenario of how we can all work together for the benefit of the patient and work towards the same goal would be a great learning experience. 

The opportunity to present this idea to a panel at the SLA and the rest of the students involved at the conference was an amazing chance for me to work on my public speaking and receiving such good feedback about my natural confidence when delivering this really made me realise that this is not something I should be afraid of.

Following the conference, I was allocated a Consultant Paramedic in the Welsh Ambulance Service University Trust as my leadership coach. Through three online sessions and a “spoke” placement out with her in the community I got to learn more about the structure of leadership within the Ambulance Service and the qualities it takes to be successful in such a role. I was deeply inspired by my leadership coach, who taught me about the importance of understanding your team and organisation, being resilient and to understand that large scale change can take time but with hard work and perseverance we can change the system for the better. It was interesting to see the links between what I had learnt about EI and the advice that she gave me; she explained that it may take a while to articulate what leadership means to you and understand your own style of leadership, but understanding yourself and your own flaws will allow you to get the best out of others and be more efficient as a leader. 

Now what?

Moving forward I will be adopting the lessons that I have learnt into my future practice. As a student paramedic, even without a formal title, I often find myself in situations out on placement where I exhibit characteristics of leadership. I often take initiative and lead patient assessments and treatment and actively think ahead about the things that a patient may require next. Working with other professionals, be it my ambulance crew or other healthcare professionals at the receiving unit or involved in a patient’s care, demonstrating the qualities of EI will undoubtedly lead to better patient care and more flawless teamwork.

Through taking time to reflect on my own strengths and weaknesses, gaining a better understanding of my own leadership style and adopting better self-management techniques I will become a much more efficient leader.

Conclusion

The SLA forever changed my understanding of what it means to be a leader and was a pivotal milestone in my leadership journey. Leadership is not about power or authority it is about understanding, embracing your own emotions and identifying these in others and inspiring change through motivation and support. I now understand that EI is an invaluable quality in all healthcare leaders, and I would recommend the SLA to any student interested in advancing their leadership capabilities.

References

Mayer, J.D., & Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence,  17(4), 433–442. https://doi.org/10.1016/0160-2896(93)90010-3

Palmer, B., Walls, M., Burgess, Z., & Stough, C. (2001). Emotional intelligence and effective leadership. Leadership & Organization Development Journal, 22(1), 5–10. https://doi.org/10.1108/01437730110380174

My Difference is my Superpower by Jason Bailey, 2nd year Medical Engineering Student

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I have always been perceived by the people around me as different. Aspects such as how I can learn and turn my hand to almost anything in a short space of time and apply logic to concepts that I am unfamiliar with and be correct most of the time. I was also known for being very volatile, acting on emotions, which created a self-destructive tendency that negatively impacted me and the people around me. I found myself on two extreme ends of the scale, where I could excel in tasks like work and career development, and be the tornado of destruction in my personal life. This volatile behaviour resulted in me hurting my family and my partner, resulting in me separating from them.

I started seeking help from my GP who prescribed me antidepressants, which only worsened the situation as I became emotionally shut down, creating more distance between my family and me. To add insult to injury, the news of the closure of Tata Steel’s heavy end where I worked, sending me into a complete emotional meltdown. As a pre-emptive measure, I applied to Swansea University to study medical engineering, and I was fortunate to secure a place. This really took a huge amount of stress from me and let me continue to focus on trying to repair myself and the damage I had done to my family. I attended counselling that helped with coping strategies and got me to a stage where I titrated off antidepressants, but I felt that this was not addressing the root cause. I started my studies, and this became very overwhelming quite quickly. It had made me question my ability to finish my studies, particularly because it has once again impacted those closest to me.

One of my lectures was on Compassionate Leadership, delivered by Beryl Mansel (Associate Professor). I found the lecture very inspiring and mentioned a lot of principles I believed in as a leader.

Beryl Mansel promoted the work of the Student Leadership Academy, and I was really interested in applying, so I did. I was fortunate enough to be accepted, and the first two days of the Leadership Conference was on the 13th and 14th of March 2025. This was the start of a fundamental change in my life. The two days comprised presentations and team working activities, which I found very interesting and eye-opening. I had never heard of Imposter Syndrome until this meeting, and it made me realise a fundamental mindset that I have been applying most of my life. I have always experienced my life in two extremes. Either I excel or I struggle and there is no middle ground. This would create an emotional rollercoaster that would impact people around me. Due to these extreme opposites, I found myself questioning my achievements as mere coincidences rather than reflections of my ability.

I found it impossible to receive praise. Whatever I did was not good enough, small mistakes were failure and asking for help was a sign of weakness. This ruled my life, and I believed that I was a complete imposter on one end and defensively barricaded, thinking I would be found out as an imposter at any point. On the second day Clare Daniel Integrated Psychological Therapy Practitioner delivered her presentation on Neurodiversity and her experiences of day-to-day life. Clare described how she sees the world which seemed very similar to how I see things, and it really made me realise that how I see certain things is not the norm and is not a curse and can be used as a superpower.

I had a good chat with Clare at the end of the day and it energised me to seek help and advice. I reached out to a member of the student support services who supported me through my journey and facilitated tests which diagnosed me with dyslexia and ADHD. This diagnosis gave me acceptance and a rationale that changed my mindset. I now have supportive plans in place to help with my studies, and through education of ADHD and dyslexia, my family and I have a better understanding and coping strategies, which have made a major impact.

From Beryl’s lecture, the Student Leadership Academies’ participants and guest speakers, I was able to take a pivotal turn in my life. Not only do I believe in the application of Compassionate Leadership as a way of life, I also believe it has the power to transform how people see the world and inspire truly life-changing outcomes.

The Student Leadership Academy has given me the self-confidence and self-understanding to overcome challenges and strive for continuous growth both personally and professionally. I still believe I am not perfect, but I believe that constant self-improvement and self-reflection is a part of my journey moving forward. This approach has improved my life and gave me a new understanding of how diverse we all are, changing my relationships and my outlook on day to day life. From the 13th of March 2025, my relationship with my family has changed significantly. I have moved back into the family home, and my partner and I have since married. I have support in my studies and knowing my characteristics of ADHD I have changed my academic approach, which has drastically reduced the stress of academic life.

Thank you Beryl, Clare and the Student Leadership Academy.  

Jason Bailey

“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.