Tag: nhs

by Eleasha Killa Occupational Therapy Student

What?

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

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

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

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

So What?

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

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

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

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

Now What?

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

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

References

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

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

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

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

Image references

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

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