Tag: empathy

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.

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

My Emotionally Intelligent Leadership Journey – Andrew Lelliott

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“Andrew, do you see the way that you work with your patients?”

When I was a Health Care Support Worker for a Community Mental Health Team, I would never had known, that a short conversation in 2015, with a psychotherapist colleague, would send me on a journey of self-exploration and personal and professional development.

Having been told by my colleagues that when working with a patient, I would look at the patient’s journey, how they got to the situation they were in, showing compassion, true empathy and that I was in touch with their emotions. For me, I was under the impression that everyone worked in this manner. I was advised, that I should look to explore what opportunities were out there to enhance my learning and also guide me into putting theory behind my therapeutic practice.

This lead me to initially complete a 10 week counselling taster course with Swansea University, to then funding myself to take up a 2-year Higher Education Certificate in Counselling skills. On completion of this, I had developed my self-awareness, personal growth, self-acceptance and my personal beliefs about myself and others.

Fast forward 3 years to 2020, where I applied for the part-time BSc in Adult Nursing, which I was successful. I was a few weeks into the course, when one night, I was casually reading through a book called “A Handbook for Student Nurses” (Benbow & Al, 2019). I came across a page in the book titled “Emotional Intelligence” and that is when it all clicked and where my journey with emotional intelligence really took off. I had never heard of the term emotional intelligence, but within this one page in this book, I totally understood everything it was about.

In the short piece within the book, it defines emotional intelligence (EI) as the capacity to perceive, evaluate, and effectively handle our own emotions as well as the emotions of others. Then goes on to break EI into four key areas – Self-awareness, social awareness, self-management and social skills, which mirrors Daniel Goleman’s key ideas in his book “Emotional Intelligence, Why it can matter more than IQ”. In relating to this small, one page chapter, I recognised that I was always in tune with my own emotions, my strengths, weaknesses, values and what motivated me. As well, as this, the management of my own emotions, impulses and reactions in maintaining an emotional balance.

At around the same time that I had read the small chapter on EI, I had an online lecture called “Leadership and the Self” with Beryl Mansel. To tie in with the lecture, we were given a “Leading the self” workbook, which was based on developing self-awareness. Within the workbook, the idea that self-awareness is an understanding of a person’s own strengths, weaknesses, and the differing aspects of the self. The workbook also covered how a person can look into their self and grow an awareness of their strengths and limitations, can lead to a person acquiring the insight and skills needed to be an effective leader. This got me reflecting and recognising my own strengths and weaknesses. I was aware that I was a good communicator, adaptable, honest and passionate in the development of others but areas to work on were self-confidence and self-belief. After the lecture I spoke to Beryl about my interest in Emotional Intelligence and how could I look into developing it. Beryl advised me to apply for the Student Leadership Academy (SLA) at Swansea University, which is a programme aimed at students who aspire to lead and make a difference. A key aspect within the SLA is gaining confidence in a person’s skills and an increase in self-awareness. This seemed the perfect programme to understand my strengths and enhance my emotional intelligence.

I spent the week perfecting my SLA application and then the next couple of weeks, nervously waiting to see if my application was successful. When I got the email stating that I had been successful in my application, I was over the moon. I knew I there would be the opportunity to meet likeminded individuals like myself and build strong networks.

Due to covid, the initial 2-day leadership conference was held online. It consisted of motivational speakers from varying health and social care and education backgrounds, interactive group sessions and the opportunity to network. Of the phenomenal calibre of guest speakers, one that stood out for me was Nicola Davis-Job, who is the Acute Care and Leadership Adviser for the Royal College of Nursing Wales. Her presentation on ‘Leading with Emotional Intelligence’ really resonated with me personally, when she talked about resilience, grit, motivation and optimism. The areas that Nicola talked about validated my own characteristics, as an optimistic motivating individual, not only with the patients in my care, but the people in my close circle around me.

As part of the SLA, the delegates were given an Emotional Intelligence Workbook and within the workbook, it discussed how developing the four areas of EI (self-awareness, Social awareness, self-management and relationship management) would lead to becoming more productive and successful in what we do. I could relate to my own ongoing development in these four areas, which has led to a reduction in stress in my personal, work and university life and helped improve the relationships within these areas. Towards the end of the workbook, it listed “Ten habits of emotionally intelligent people” and within these ten habits were two, which really resonated with me personally. Showing respect for and validating other people’s feelings, was something I had always done naturally. When seeing this in the EI workbook, it validated my own empathic ways of being and having and understanding and acceptance of individual’s feelings. Respecting and validating people’s feelings, wasn’t just aimed towards the patients I cared for, but also with the people in my personal life.

Reflecting back on my time leading up to the SLA, I was able to recognise my own elements of emotional intelligence through reading literature. However, I had not been able to fully gauge all aspects of EI, and taking part in the SLA, helped me go deeper into recognising other areas of EI in myself and adapt a growth mindset, surrounding EI. The SLA guided me into realising the importance of EI and leadership, especially in health and social care. The idea that in the workplace, a leader who possesses the ability to regulate their own emotions and demonstrate empathy towards others, will exhibit greater effectiveness. Going forward in my own leadership journey within the health service, I can now acknowledge the importance of the ongoing development of my own EI, through dedication and self-reflection.

At the time of writing this and completing the SLA, I have gone on to successfully complete the national 150 Leaders student leadership programme which is run in partnership between the Council of Deans of Health and the Burdett Trust for Nursing. Furthermore, I was invited back to the 2023 SLA, to deliver a presentation to the new delegates on my experiences on the 150 leaders programme and co-present a presentation on “Developing your Emotional Intelligence”.

By stepping outside my comfort zone and continuing to develop my emotional intelligence, I am truly excited to see where my leadership journey takes me.

References

Benbow, W., & Al, E. (2019). A handbook for student nurses : introducing key issues      relevant.for practice (3rd ed.). Lantern Publishing.

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bloomsbury.

Steve Gutzler Leadership Keynote Speaker and Executive Coach. (2013, April 1). Steve Gutzler. https://www.stevegutzler.com/