Tag: education

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

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by Emilia Williams Mental Health Nursing Student

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

Stepping out of the shadows: learning to be uncomfortable

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by Robert Stevens

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

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

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

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

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

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

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

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

Image: HCPC, 2024

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

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

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

24 April 2025

References

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

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

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

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

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

From 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