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“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

Growing Through Connection: My Journey with Swansea Student Leadership Academy

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by Serena Iacono

Introduction

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


Attending the SLA Conferences: Finding Inspiration in Community

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

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

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

Compassionate Leadership: The Power of Collaboration for Care

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

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

The Power of Multidisciplinary Connections

SLA,2024

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

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

Learning to Lead Together: Group Projects and Shared Ideas

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

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



Building Lasting Connections and Gratitude

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

Conclusion

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


Related Links:

Student Leadership Academy – Swansea University

Swansea University developing healthcare leaders of the future – Swansea University

The power of emotional intelligence – Leadership Academy

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

From Hesitation to Confidence by Emily Lloyd

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Starting My Leadership Journey
If you had asked me ten years ago whether I saw myself as a leader, my answer would have been a firm no. I began my first career journey as a shy, reserved individual with low self-confidence. But as I left school, I made a promise to myself: I would actively seek out uncomfortable, nerve-racking situations in order to grow. I wanted to gain practical experience and gradually build a more confident version of myself, one who isn’t afraid to aim high and work hard to succeed.

That journey is still ongoing, and taking part in the Student Leadership Academy (SLA) was yet another important stepping stone.


Why I Applied
I applied to the SLA to build confidence in my leadership abilities and in myself. Despite previous experience in leadership roles, I often questioned whether I truly belonged in those positions, especially in a professional healthcare context. The SLA offered a structured, supportive environment where I could challenge these doubts, gain feedback, and grow alongside like-minded peers.

Developing into an effective, compassionate leader has always been a key goal—before university, during my time as a student, and now as a soon to be qualified occupational therapist. Throughout university, I’ve sought opportunities to build foundational leadership skills: I am a course representative, a student ambassador, and now a member of the 2023/24 SLA cohort. All of these roles align with Level 5.8 of the Leadership Pillar in the RCOT Career Development Framework (RCOT, 2022a). They involved advocating for peers, liaising with staff, and leading with purpose—all while honing key skills in communication, peer engagement, and reflective practice.

This proactive approach also mirrors the Welsh Government’s A Healthier Wales: Our Workforce Strategy for Health and Social Care (2020), particularly strategy theme 6, which emphasises compassionate leadership. These roles weren’t just about ticking boxes, they were about becoming someone others could turn to, leading with empathy, and building a supportive academic environment.


The SLA Experience: Learning and Connecting
The two-day SLA conference was a highlight. Working alongside students from a range of healthcare professions was inspiring. We explored our roles, engaged in team-based challenges, and began to see ourselves as future leaders. It was a great experience to get to know each other and learn our roles within healthcare but also to formulate roles during our group work activities.

One memorable activity was creating a poster on emotional intelligence. We added a creative twist using art techniques to make it unique and best visualize our ideals, as I’m passionate about bringing creativity into problem-solving. This creativity is something I regularly incorporate into my occupational therapy practice and leadership style.

Figure 1: SLA team and our emotional intelligence poster

Coaching with Dai Davies: Confidence in Action
One of the most valuable aspects of the SLA was the personalised coaching. I was fortunate to be paired with Dai Davies, Welsh Policy Lead for the Royal College of Occupational Therapists (RCOT). His mentorship helped me identify a key development area: confidence in communicating with other healthcare professionals in high-stakes or unfamiliar settings.

To address this, we explored techniques such as cognitive reframing, a proven method to reduce anxiety and shift self-limiting beliefs (Karamoy et al., 2018). We also began building a short-term soft systems methodology (SSM) tailored to help me manage the pressures I felt in professional communication. Dai encouraged me to incorporate creativity into this process through mind mapping and rich pictures. This not only played to my strengths as a visual learner but also allowed me to reflect deeply on my leadership style.

Figure 2: Rich picture mind map of my leadership strengths and development areas

Putting Growth into Practice: The RCOT Conference
The real turning point came when Dai encouraged me to attend a 60-year celebration RCOT conference—a professional event I had initially hesitated to join. In the past, I might have declined out of fear that I couldn’t hold my own in such an environment. But with newly developed coping strategies and a more grounded mindset, I challenged myself to attend.

At the conference, I networked with practitioners, lecturers, and students from other institutions. Not only did I manage to hold meaningful conversations, but I also found myself enjoying the experience. The support and encouragement I received validated my place within the professional community and reinforced my growth I also supported and listened to my lecturer’s present research that I’d been had the pleasure of being a part of the trial year group, an incredibly validating moment. Watching Dai present was especially inspiring, his engaging, conversational style brought our coaching discussions to life.

Applying Growth to Placement
Following the SLA, I had the confidence to apply for a diverse, role-emerging setting for my final OT placement. This involved working independently for 12 weeks in a setting with no in-house occupational therapist or daily supervisor. I was excited—but also nervous. The role required constant networking and professional communication, which had previously been a challenge for me.

Thanks to my experience with the SLA, I felt prepared. I had tools to manage my anxiety, a stronger belief in my abilities, and the resilience to push through discomfort. That placement became a transformative period of my training, significantly advancing my confidence and clinical skills.


Creativity and Leadership: A Powerful Blend
Another key takeaway from my leadership journey is the value of creativity. As someone with an artistic background, I’ve found that creativity enhances problem-solving, communication, and team engagement, especially in healthcare, where innovation and empathy are essential. I aim to continue integrating creative thinking into future leadership roles, using it as a tool to connect, inspire, and innovate.


Final Reflections

Figure 5: Group photo from the RCOT CPD Conference, 19/06/2024

Taking part in the SLA during the summer of my second year was the perfect stepping stone. It helped me push beyond my comfort zone and gain the confidence to take on greater challenges. I’m incredibly grateful that I did, it shaped not only my leadership skills but also my professional identity.

This experience has reshaped how I view leadership. It’s not reserved for those in high-ranking positions. It exists in everyday actions—in how we support colleagues, communicate across disciplines, and take initiative in our own development.

These insights reflect the values in the Allied Health Professionals Framework (Welsh Government, 2020), particularly core value 4: strong identity and presence, and core value 5: visible and transformational leadership. Leadership is both internal and external—it’s about self-awareness and active contribution to collaborative, compassionate care.

References
Driscoll, J. (Ed.). (2006). Practicing Clinical Supervision: A Reflective Approach for Healthcare Professionals. Elsevier Health Sciences.


Karamoy, Y. K., Wibowo, M. E., & Jafar, M. (2018). The Implementation of Self-Instruction and Reframing Group Counselling Techniques to Improve Students’ Self-Confidence [Articles]. https://doi.org/https://journal.unnes.ac.id/sju/jubk/article/view/21124


RCOT. (2022a). Career Development Framework: Guiding principles for occupational therapy (Second ed.). Royal College of Occupational Therapy.


Social Care Wales. (2020). A Healthier Wales: Our Workforce Strategy for Health and Social Care. NHS Wales. https://socialcare.wales/cms-assets/documents/Workforce-strategy-ENG-March-2021.pdf


Welsh Government. (2020). Allied Health Professions (AHP) Framework. Welsh Allied Health Professions (AHP) Committee. https://www.gov.wales/allied-health-professions-ahp-framework

From Self-doubt to Self-belief: My journey into leadership by Cerys Jones

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From Self-doubt to Self-belief: My journey into leadership

I completed my A-levels in the summer of 2023, I remember going to pick up my results with my mum and dad, hoping I had done enough to secure a spot on the course I so desperately wanted to begin. Later that day I received an email from Swansea University saying that I had secured a place to study Children’s nursing. I remember feeling overwhelmed with happiness and excitement to embark on my new adventure. Despite the excitement of starting this new chapter, feelings of impostor syndrome crept in. 

What if I am too inexperienced to handle the responsibility? What if I don’t fit into the healthcare environment? What if I don’t ‘make a difference’ like I’m supposed to? Self-doubt undermined my confidence; however, I knew this was the path I was meant to take. My mum and dad are huge role models of mine and my biggest supporters. My Mum qualified as a mental health nurse in 2024, while my Dad currently works as an EPRR manager for Swansea Bay Health Board, having spent most of his career as a paramedic in the Welsh Ambulance Service. Watching their hard work and dedication growing up has profoundly influenced me and shaped me into the compassionate and ambitious person I am today. Surely this is what I am meant to do? 

My new adventure began on the 18th of September 2023, my 19th birthday. Shortly after starting the course, I was introduced to Beryl Mansel, who presented a lecture on the Student Leadership Academy. I was immediately captivated by her approach to leadership, which emphasised that it is not necessarily about being in a position of authority, but rather about guiding others, serving as a role model, and demonstrating kindness. But what did I know about leadership? Beryl spoke a lot about compassionate leadership, explaining that compassionate leaders lead with respect for their colleagues, empathy, and are active listeners. Beryl spoke about compassionate leaders having emotional intelligence. I began to reflect on whether my past experiences, like being head girl at comprehensive school, or my continued dedication to netball since childhood, could be considered examples of leadership. Perhaps I already had the qualities of a leader all along, without even realising? 

A few months later, to my surprise and excitement, I received an email notifying me that I had been selected as a successful applicant and had secured a place on the student leadership academy. The conference was held on the 9th and 10th of March, 2024. There were students from various health professions, and it was insightful to talk to other students studying for different courses, all with a shared interest in leadership. The conference welcomed guest speakers who spoke about their personal leadership journeys. I found these people to be truly inspiring, and I loved listening to their unique paths that led them into leadership. I was particularly captivated by Dr Sarah Tobin’s talk on the importance of compassionate leadership. She emphasised that compassion should be a priority in every aspect of our work as nurses, which felt particularly important to me. She emphasised the importance of kindness, not only with patients but also with our team to create a supportive environment. I left the conference feeling motivated by such inspiring people, hoping to become a leader in the future. 

At the conference, Beryl encouraged us to apply for the Council of Deans of Health’s National leadership programme, named #150 leaders. This programme was an incredible opportunity that offered leadership development through role-modelling, networking, reflection and coaching. I considered applying for some time, but felt hesitant as I had less to offer compared to more experienced applicants. Nevertheless, I applied with what I did have- ambition, courage and a strong desire to grow and better myself. 

A few months later, I received an email to say I had secured a place on the national leadership programme. I could not believe they had selected me to take part in such a prestigious programme. I was over the moon and felt so lucky to be given this opportunity. The event took place in Manchester on September 19th. Embracing this newfound independence and the idea of spending two days away from home, surrounded by unfamiliar faces felt daunting. However, the moment I walked in, I felt totally relaxed and welcomed by everyone. The conference was held over two days, the structure of the programme was very similar to the leadership academy I had attended at University. Guest speakers from many different professions came to speak to us about their leadership journey, while encouraging us to see ourselves as future leaders too. We also worked together in groups to pitch an idea for a new project, which really challenged me to think creatively. The #150 leaders programme was an immensely valuable experience that encouraged me to step beyond my comfort zone and had a profound impact on my confidence. From the many experiences I have gained throughout my leadership journey so far, the most consistent message I remind myself of is to embrace every opportunity and just go for it!

When I began my nursing journey at Swansea University, I made a promise to myself that I would take every opportunity that came my way. I will soon be reaching the end of my second year as a student paediatric nurse, and I have kept that promise to myself. Swansea University has offered me a range of incredible experiences that have truly enriched my student experience and provided me with once-in-a-lifetime experiences. Last summer, I took part in a summer abroad programme, where I spent two weeks volunteering at a marine and wildlife programme in Sri Lanka. This was one of the most incredible experiences I have ever had, and I have memories that will last a lifetime. This year, I plan to take part in the programme again and visit Nepal on a community development programme. If someone had told me in the summer of 2023 that I would put myself forward for all these opportunities, I would have found it hard to believe. I have gained so much confidence during my time as a student, but I would have never discovered what I was truly capable of if I hadn’t taken the first step and tried. 

Throughout my leadership journey, I have been fortunate to be guided by coaches who have provided support in shaping my personal development as a leader. As part of the Council of Deans #150 leaders programme, we were encouraged to set up an individual project to support our peers or future students in our field of practice. This experience has provided me with the opportunity to lead a project of my own, where I will deliver a presentation to younger students at my former comprehensive school. I aim to share my experience as a student paediatric nurse and hopefully spark some interest, while addressing any questions or concerns they may have. I hope to inspire these younger students in the same way I have been inspired by the remarkable leaders I have encountered, and show them that they can achieve anything by embracing opportunities. 

As I move forward into my career as a paediatric nurse, I want to continue my leadership journey and develop skills by taking every opportunity. Upon reflection, I have come to realise that the most challenging part of self-growth is making the initial decision to try and just go for it! I am excited to see where my leadership journey will take me. 

I would like to express my sincere gratitude to Beryl and the Student Leadership Team at Swansea University. I would like to thank Felix and all the team at the Council of Deans of Health’s Student Leadership Programme for their continued support and encouragement. I would also like to thank every student who took part in the Student Leadership Programme.