Tag: personal-development

“Ice Breakers, Big Ideas, and Brave Voices: Becoming the Leader I Never Knew I Could Be”

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  • Devansh Chiralayath Njalil Baburaj (3rd year Bsc. Nursing (Adult) (Hons.)).

Devansh Baburaj | LinkedIn

When I signed up for the Leadership Academy at Swansea University, guided by the brilliant Beryl Mansel, I thought it would simply add another skill to my academic toolkit. What I didn’t expect was a journey that would challenge my assumptions, stretch my confidence, and leave me with friendships and memories that I know will last far beyond the walls of the university.

Leadership is a word we hear often—attached to job descriptions, corporate values, and motivational posters—but living it is something altogether different. Over the course of this academy, I discovered that leadership is not about power or position. It is about people, presence, and purpose. And most importantly, it is about growth.

First Steps: From Strangers to Allies

Walking into the room on the first day, I felt the familiar twinge of nerves: new faces, new expectations, and the unknown ahead. But almost instantly, those nerves were eased by the ice breakers. Simple as they were, they worked like magic. In minutes, laughter filled the room, stories were shared, and barriers dissolved.

One moment that stays with me was when we each revealed a quirky fact about ourselves. The room erupted with laughter as we uncovered hidden talents, odd habits, and surprising hobbies. It may have looked like fun and games, but beneath it was a profound lesson: connection comes before collaboration. As John C. Maxwell reminds us, “People don’t care how much you know until they know how much you care.” That care began in those light-hearted moments.

Fuelled by Inspiration

The inspirational talks throughout the academy were like sparks lighting a fire. Some were stories of resilience, others lessons in vision and responsibility, but each left me reflecting deeply.

One idea struck particularly hard: “Leadership is not about being in charge. It’s about taking care of those in your charge.” I realised I had been measuring leadership by how well I could lead from the front. The academy showed me that true leadership is also about knowing when to step back, listen, and create space for others to shine.

“True leadership is not about standing at the front, but about creating space where others can rise” – this is another lesson I learned.

Coaching: The Mirror of Growth

The coaching sessions were unlike anything I had experienced before. Instead of being told what to do, I was asked questions that lingered long after the conversation ended.

My coach asked me: “What would it look like if you trusted yourself more?” That single question cracked open a floodgate of reflection. I realised how often I second-guess myself, not because I lack knowledge, but because I fear imperfection. Coaching taught me that leadership is not about flawless execution—it is about courageous progression.

Those sessions became my mirror. They helped me see the leader I already was and the leader I could become.

The Verbal Pitch: Pressure Meets Purpose

The academy wasn’t just about reflection—it was also about action. The verbal pitch exercise was the ultimate test of composure and teamwork. Without the crutch of slides or props, it was just us—our voices, our conviction, and our ideas.

Preparing for the pitch was both chaotic and exhilarating. We brainstormed passionately, debated fiercely, and laughed at our own mistakes. There was even one rehearsal where someone lost their train of thought mid-sentence and improvised an entirely new ending—much to our amusement. But through it all, we discovered the power of collective creativity.

When the time came to deliver our pitch, I felt my nerves transform into energy. We spoke with clarity and conviction, and in that moment, I understood what leadership feels like in action: not controlling every detail, but trusting in the strength of the team.

My Leadership Growth

Reflecting on the academy, I can trace a clear arc of growth. I arrived with a narrow view of leadership—seeing it as confidence, authority, and control. I left with a broader, richer understanding.

I grew in four ways:

  1. Self-Awareness – I learned to see myself honestly: strengths to build on and blind spots to address.
  2. Resilience – I found that setbacks are not failures but springboards for growth.
  3. Collaboration – I experienced first-hand that diverse voices make stronger solutions.
  4. Vision – I began to look beyond immediate tasks to the bigger picture of impact.

As Beryl reminded us, – Leadership is not about titles, positions, or flowcharts. It is about one life influencing another. That idea has become my personal definition of leadership.

“Leadership is not a title we wear—it is an influence we share” –  is what I learned from this experience

Friendship and Fun: The Heartbeat of the Academy

What made the academy truly unforgettable was not just the theories or the exercises—it was the people. The friendships formed during those days gave the programme its heartbeat. We cheered each other on, celebrated small victories, and shared laughter that lightened even the most serious moments.

One of the best lessons I learned was that fun is not the opposite of leadership; it is part of it. Laughter builds trust, and trust builds teams. The bonds we formed made the learning richer, the challenges lighter, and the experience unforgettable.

Learning by Doing: Academic Reflection

From an academic perspective, the academy mirrored Kolb’s Experiential Learning Cycle (1984):

  • Concrete Experience: ice breakers, talks, coaching, and the verbal pitch.
  • Reflective Observation: thinking about what worked and what didn’t.
  • Abstract Conceptualisation: connecting experiences to theories like servant leadership and transformational leadership.
  • Active Experimentation: applying insights in new contexts.

This cycle ensured that every activity was not just an event but a lesson embedded in theory and practice.

A Lasting Legacy

Looking back, the Leadership Academy has left a permanent imprint on me. It was not just about learning to lead—it was about learning to grow, to connect, and to inspire. I entered as a student eager for skills, but I left as a developing leader with purpose, confidence, and vision.

The experience confirmed for me that leadership is not a destination. It is a lifelong journey of listening, learning, and lifting others along the way.

As John C. Maxwell beautifully put it: “A leader is one who knows the way, goes the way, and shows the way.” Thanks to this academy, I now feel more ready to do just that.

Closing Thoughts

If I could describe the Swansea University Leadership Academy in one sentence, it would be this: It was not a programme, but a transformation—filled with laughter, lessons, and leadership that will guide me for years to come.

To Beryl Mansel, thank you for your wisdom and encouragement. To my coaches, thank you for holding up the mirror when I needed it most. And to my fellow participants, thank you for the laughter, the energy, and the friendships that made this journey unforgettable.

As I move forward, I do so with gratitude, courage, and a pocket full of ice-breakers—because you never know when a fun fact might just spark the next great collaboration.

“The Swansea Leadership Academy didn’t just teach me how to lead—it showed me why leadership matters.”

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

Embracing Leadership: My Journey at the Student Leadership Academy

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By Stephanie Todd

Attending the Student Leadership Academy (SLA), hosted by Beryl and Sam, was a transformative experience that far exceeded my expectations. The course was more than just about leadership skills—it was about growth, resilience, and learning how to navigate the challenges that come with stepping outside your comfort zone. The guest speakers shared their inspirational stories about their leadership journey.

One speaker’s message resonated with me. She shared two powerful quotes that shaped my perspective on success and personal growth. The first was, “Hard work puts you where the good luck can find you.” It reminded me that success isn’t just about waiting for opportunities to fall into your lap. Instead, it’s about laying the groundwork through consistent effort, even when things don’t seem to be going your way. It’s easy to get discouraged when it feels like others are getting amazing opportunities, but we often don’t see the countless hours of hard work they’ve invested.

The second quote, “Work so hard on yourself that you shine without a spotlight,” struck a chord with me. It emphasises the importance of self-improvement—becoming the best version of yourself, not for recognition, but for your own growth. This is what true leadership is about: working quietly in the background, knowing that your efforts will speak for themselves, even when you’re not in the room.

Throughout the course, I had the opportunity to learn more about Emotional Intelligence (EI), a crucial aspect of effective leadership. EI is the ability to recognize, understand, and manage our own emotions, as well as the emotions of others. During our group project on EI, I found myself stepping into one of my greatest fears—public speaking. I used to avoid presentations at all costs, terrified of making a fool of myself. My body would go into fight-or-flight mode: my heart racing, palms sweating, and voice trembling. Despite my nerves, I pushed through, knowing that every moment of discomfort was an opportunity for growth.

The experience taught me the importance of self-awareness, a key component of EI. Acknowledging my fears allowed me to manage them better and ultimately gain confidence in myself and my abilities. Even though I stumbled over my words, I shared my thoughts openly with the group about how I was feeling. And you know what? The world didn’t end. I survived, and more importantly, I learned.

The presentations we did throughout the academy became a powerful reminder of how far I’ve come. Each time I stood up in front of the group, my anxiety diminished. On the second day, when my team pitched an idea in a “Dragon’s Den” format, I could feel my heart racing, but it wasn’t as deafening as before. When our project wasn’t chosen, I didn’t let it discourage me. However, I was invited to join the team that won the competition. The experience was a testament to resilience: even when things don’t go as planned, there are always opportunities to grow and improve.

In fact, one of the biggest lessons I took away from SLA was that leadership is not about being perfect or always winning. It’s about being willing to face discomfort and persevere. As a student nurse, I know that true leadership is about showing up for others—whether that’s for my team, my patients, or myself. This course helped me understand that leadership is a mindset, not a title. It’s about developing the EI to build strong relationships, make informed decisions, and support others in their journey.

A pivotal moment for me came when Nicola, the Acute Care and Leadership Advisor from Royal College of Nursing (RCN) Wales offered to be my mentor. Her journey resonated with me, especially when she spoke about understanding my imposter syndrome as it is something she has felt too. Her support and guidance have been invaluable, particularly during our Zoom calls where we discussed leadership styles and personal growth. We even took a personality quiz and discovered that we shared the same personality type. It was a comforting reminder that there’s no “one-size-fits-all” approach to leadership, and everyone’s journey is unique.

Nicola invited me to the International Nurses Day event at Swansea Bay University Health Board’s HQ, where I had the chance to network with senior nurses, directors, and other healthcare professionals. The event highlighted the importance of leadership within the nursing profession and gave me a broader perspective on the impact of strong leadership within healthcare. I also had the opportunity to participate in a corridor care workshop at the RCN’s Cardiff headquarters, where I collaborated with other healthcare professionals to discuss ways to improve patient care in the NHS. The experience opened my eyes to the power of collective leadership in driving change.

Throughout the academy, I continually challenged myself to step outside my comfort zone. On the third day, the project I had joined had to present the work we had done towards the ‘Resourced Student’ wellbeing project. Despite my nerves, I presented our ideas to the group again. This time, I found it easier. It was a reminder that personal growth happens when we face challenges head-on, rather than avoiding them.

As I reflect on my time at the SLA, I realise how much I’ve learned—not just about leadership, but about myself. In the end, my experience at the SLA wasn’t just about developing leadership skills—it was about learning to lead with emotional intelligence, embracing vulnerability, and growing through discomfort. Emotional intelligence, after all, is the cornerstone of great leadership. It’s about understanding ourselves and others, navigating challenges with resilience, and empowering those around us to reach their full potential.

I’m grateful I took the leap and applied for the Student Leadership Academy. While the academy has ended, I know that this is just the beginning of my leadership journey. I look forward to continuing my growth and finding new ways to apply the lessons I’ve learned, both professionally and personally. The journey of becoming a true leader never truly ends. It’s a process of constant learning, evolving, and growing—one step at a time.

From Hesitation to Confidence by Emily Lloyd

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

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


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

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

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


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

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

Figure 1: SLA team and our emotional intelligence poster

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

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

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

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

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

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

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


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


Final Reflections

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

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

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

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

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


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


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


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


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

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

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

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

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

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

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

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

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

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

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

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

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

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/