Tag: personal-development

My Journey Through the Student Leadership Academy as a Mature Adult Nursing Student

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by Maryam Jafari Afshar

 Introduction

In my previous role as a teacher, I worked with pupils of varying ages and abilities, which provided both challenges and rewards. This experience enabled me to develop strong communication skills and an appreciation for the importance of understanding individuals’ backgrounds and experiences. Supporting learners required patience, adaptability, and commitment beyond the classroom. I particularly valued the collaborative nature of the role, the structured environment, and the sense of purpose it offered.

Despite finding teaching fulfilling, I became increasingly interested in pursuing a career in nursing. Both professions share core values such as care, responsibility, and the ability to perform under pressure. However, nursing presented a new challenge and an opportunity for further personal and professional development. With this motivation, I began my nursing studies in September 2024, aware of the demands associated with the profession.

 Initial Challenges and Emotional Intelligence

The transition into nursing was not without difficulty. At the beginning of my course, I experienced self-doubt, particularly after failing my first module. Adjusting to the clinical placement heightened these feelings, leading me to reflect on my abilities and consider how well my previous experience could be applied to nursing practice.

A significant turning point occurred during Beryl Mansel’s lecture on compassionate leadership, which emphasised the value of empathy, understanding, and supportive environments. This helped me reconnect with my values and reaffirm my motivation (Mansel & Einion, 2019).

A key concept introduced was emotional intelligence (EI), which is fundamental to effective leadership in healthcare. EI involves recognising and managing one’s emotions while understanding and responding to others. It includes self-awareness, emotional regulation, social awareness, and relationship management-skills essential in nursing. Research shows that emotionally intelligent leaders improve teamwork and patient safety (Farghaly Ali Mohamed et al., 2019; Mansel, 2017).

 Empathy and Self-Awareness in Leadership

Leadership in nursing is essential for maintaining patient safety and quality care. Emotional intelligence supports communication, teamwork, and decision-making. Although not always formally recognised, many nurse leaders demonstrate EI through empathy and relationship-building (Mansel & Einion, 2019).

Empathy is a key leadership skill. Understanding and responding to the emotions of patients and colleagues builds trust and improves teamwork. In practice, this involves recognising when individuals need support. During placement, I observed a colleague feeling overwhelmed during handover. By offering assistance, the situation became calmer, demonstrating how empathy can positively influence team dynamics (Mansel, 2017).

Self-awareness is equally important. Transitioning into nursing brought emotional challenges, including stress and self-doubt. Developing self-awareness helped me recognise and manage these emotions effectively (Mansel & Einion, 2019). Through reflection and feedback, I improved my communication and confidence in clinical settings.

 The Student Leadership Academy Experience

The Student Leadership Academy (SLA) played a significant role in my development. It provided a supportive environment that encouraged reflection, communication, and confidence building (Mansel & Einion, 2019).

Although I had experience speaking in front of students, I initially lacked confidence when interacting with unfamiliar individuals in clinical environments. Through the SLA, I became more comfortable sharing ideas and taking on leadership roles. This reflects the development of emotional intelligence, particularly in managing relationships and emotions (Farghaly Ali Mohamed et al., 2019).

The programme also reinforced the importance of adaptability and continuous learning. Reflective activities helped me identify my strengths and areas for improvement, supporting my development as a nursing student.

 Coaching and Teamwork

Coaching played a pivotal role in my development. I discussed my fear of public speaking and anxiety around patient handovers with my personal leadership coach, Simon James, who advised me to take small, gradual steps to build confidence.  This approach helped me build confidence and reflect on self-management within emotional intelligence (Mansel & Einion, 2019).

Teamwork was also emphasised. Effective leaders create positive environments through communication, encouragement, and recognition. Even small actions, such as positive feedback, can improve morale and strengthen relationships (Farghaly Ali Mohamed et al., 2019).

Through group activities, I experienced how collaboration and mutual support contribute to team cohesion and improved patient outcomes.

 Challenges in Healthcare Leadership

Despite its importance, applying emotional intelligence in healthcare can be challenging. Time constraints, staff shortages, and workload pressures can limit opportunities for emotional support (Mansel & Einion, 2019). I observed that busy environments often make it difficult to prioritise these aspects.

These pressures can also affect leaders, highlighting the importance of resilience and emotional regulation (Farghaly Ali Mohamed et al., 2019). I found mindfulness and reflective journaling helpful in maintaining emotional balance.

Another challenge is the disconnect between senior management and frontline staff. Limited communication can reduce morale and engagement. Emotionally intelligent leadership requires presence, communication, and understanding (Mansel, 2017). By engaging with colleagues and listening actively, leaders can help create a more supportive environment.

 Conclusion

In conclusion, emotional intelligence is a fundamental component of effective leadership in nursing. It supports patient safety, strengthens teamwork, and contributes to high-quality care. Leaders who demonstrate emotional awareness are better able to build relationships and create positive working environments (Mansel & Einion, 2019).

My experience within the Student Leadership Academy has been transformative. It has strengthened my confidence, enhanced my leadership skills, and deepened my understanding of emotional intelligence in practice.

I now recognise that effective leadership extends beyond clinical knowledge and technical skills. It requires empathy, self-awareness, and the ability to connect meaningfully with others. Although my transition from teaching to nursing has been challenging, it has also been rewarding. I remain committed to my development as a nursing professional and take pride in the progress I have made throughout this journey.

 References

Farghaly Ali Mohamed, A., Abd El Aziz Omar Abdel Rahman, A., & Mostafa Fahmy Isamil, A. (2019). Effect of head nurses emotional intelligence educational program on nurses motivation and organizational support. Egyptian Journal of Health Care, 10(4), 355–386. https://doi.org/10.21608/ejhc.2019.186762

Mansel, B. (2017). Emotional intelligence is essential to leadership. Nursing Standard, 31(21), 29–29. https://doi.org/10.7748/ns.31.21.29.s28

Mansel, B., & Einion, A. (2019). “It’s the relationship you develop with them”: Emotional intelligence in nurse leadership. A qualitative study. British Journal of Nursing, 28(21), 1400–1408. https://doi.org/10.12968/bjon.2019.28.21.1400

Developing Leadership from the Frontline : My Leadership Journey as a Student Paramedic

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by Becca Hook 2nd year Paramedic student.

Leadership is often described as the ability to inspire, direct, and make decisions, but in paramedicine, and with the support of the leadership academy I’ve learned it’s something much deeper. While attending the leadership days I’ve discovered that effective leadership isn’t just about knowledge or skill. It’s about how we relate to others, manage stress, and stay grounded under pressure. It’s about emotional intelligence, the ability to understand and manage our own emotions, as well as those of the people around us.

My journey has shown me that emotional intelligence is not a luxury in healthcare, it’s a necessity. Whether I’m leading a simulation or supporting a patient through their worst day, my capacity to empathise, stay calm, and communicate clearly can make the difference between a job being focused and structured or becoming overwhelmed , and as a result, I’ve come to understand that the foundation of strong leadership is emotional understanding.

The Early Days, Understanding Leadership and the self

Initially, I was laser-focused on clinical skills. I wanted to master ECG interpretation, Cannulation, airway management, all the tangible, measurable competencies. Leadership, I assumed, would come later, after I had earned my stripes.

While out on placements, I quickly found myself in situations where I was being pushed out of my comfort zone: managing a primary assessment, or speaking up during a handover. Watching experienced paramedics, I saw that the best leaders weren’t necessarily the most assertive. They were the most emotionally aware. They were the ones who read the room, noticed when their partner was overwhelmed, and offered support without words. They showed empathy to patients without judgment and debriefed after hard calls with genuine care. That is the kind of leader I aspire to be.

Teamwork and Emotional Intelligence

Leadership, especially in paramedicine, doesn’t exist in a vacuum. We work in high-stakes environments where success depends on collaboration. The ability to lead a team effectively means being able to sense tension, diffuse conflict, and create an atmosphere of safety. That’s where emotional intelligence becomes indispensable.

 I was asked to take the lead on a relatively straightforward call: a patient with chest pain. With my mentor by my side, I introduced myself, conducted the primary assessment, and made treatment suggestions. But what made that moment feel significant wasn’t just that I was practicing clinical leadership, it was that I was supported by the crew.

My mentor didn’t take over when I hesitated. Instead, they asked questions to guide my thinking and encouraged me to trust my training. They backed me up when I made decisions, gently correcting or confirming as needed. That experience highlighted something vital: good leadership isn’t about having all the answers. It’s about knowing when and how to use the people around you.

That moment taught me that emotional regulation, one of the pillars of emotional intelligence isn’t about suppressing emotion, it’s about channelling it. By staying calm, we took a second to reassess, and we worked more effectively. That experience reinforced the idea that great leaders use Emotional Intelligence to guide not only decisions, but dynamics.

Feedback and Self-Awareness

A big part of developing emotional intelligence as a student leader has come through feedback, sometimes the uncomfortable kind. After one shift, a crew member gently pointed out that I had come across as a little abrupt during a handover. I hadn’t intended to be, but the pressure of the situation had compressed my tone.

At first, I felt slightly defensive. But over time, I realised leadership requires constant reflection and self-awareness, recognising not just your intentions but how your actions are perceived. I began checking in with my mentor more often, and asking for input, especially after stressful calls. This open loop of feedback helped me build trust, and more importantly, it made me a more adaptable and compassionate learner.

Empathy and Leadership Beyond the Call

Empathy doesn’t just apply to patients, it applies to us all.  Being a student paramedic has also taught me that leadership doesn’t end when the shift does. Whether it’s supporting the new cohort, participating in university meetings, or advocating for mental health support in the program, there are countless ways to lead within the student community. I’ve found that by engaging in these efforts, I am beginning to grow my leadership skills, and also deepen my appreciation for teamwork on a broader scale.

The Interplay of EI and Clinical Judgment

One misconception I had early on was that emotions should be kept separate from clinical judgment. But I’ve since learned that Emotional Intelligence actually sharpens our clinical thinking. When we’re able to regulate our emotions, we make clearer decisions. When we practice empathy, we can build a better rapport, putting the patient at ease, and by including them in the discussion helps us gain a more accurate history and provide more cooperative care.

Leadership, isn’t just about what we do in the moment, it’s about how we influence the emotional tone of every situation. A team that feels safe and understood performs better under pressure. A patient who feels heard is more likely to trust and follow advice. These outcomes don’t happen by accident, they happen when leaders bring emotional intelligence into every interaction.

Conclusion

As I look back on my leadership journey so far, what stands out is not just the calls or the clinical milestones, but the emotional lessons. I’ve learned that leadership is about connection. It’s about understanding yourself, reading the room, and choosing empathy over ego.

I still have a long way to go. There will be more difficult calls, more leadership challenges, more moments of doubt. But I carry with me the understanding that the best leaders don’t just guide teams or treat patients—they make people feel safe, seen, and supported. And that starts with emotional intelligence.

As I continue to grow, I’ll strive to lead not just with knowledge or skill, but with self-awareness, empathy, and integrity. Because in paramedicine, and in life leadership is not about being in charge.  It requires empathy, professional judgement, and a commitment to supporting those around you.

The Journey of Leadership: A Student Paramedics’ Perspective by

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by PJ Kinsella, second year paramedic student

Leadership: It’s not an end game; it is a continuous journey. In this journey we continue to learn and grow as leaders. Sometimes this will see us in and out of leadership roles, both formally and informally, but is all part of the journey towards becoming an effective leader in your field. 

As a paramedic student, you are thrust forward into leadership roles, whether you like it or not, or even whether you’re ready or not!

The expectation of becoming that reassuring figure who turns up when you need it most, weighs heavy. When someone rings 999 and asks for the ambulance service, they are inevitably having a bad day, and it is us that turns up to try and provide comfort, treatment and reassurance.

But despite that, we continue to learn, we continue to try and we continue to grow, both as student paramedics but also as leaders. 

We start our journey to becoming paramedics with all the knowledge and skills imparted on us, and then go out into our clinical placements on ambulances, where we start by being a small part of patients journey, with all of our questions and fumbles, we begin to learn and put all of our knowledge and taught skills into practice. Each placement shift, stepping a little more into the spotlight, stepping more into the role of a paramedic and with that, more into the role of being a leader.

Before attending the Student Leadership Academy, I hadn’t taken the time to recognise the leadership skills and behaviours that paramedicine requires, even at student paramedic level, and these skills and behaviours are displayed not only when on clinical placement, but also when in academic settings.

One of the first presentations we had was from a previous student alongside a current student, and they discussed the qualities of a leader. These were listed as resilience, emotional intelligence and grit.

These qualities not only tend to be evident in paramedics but also in most successful candidates who join a paramedic course.

So, does that mean we are all leaders?

Can we all be leaders?

We’ve all heard of the old proverb, “too many cooks spoil the broth”, so if we are all possessing these leadership qualities, should we surmise that more than one paramedic in a room will lead to disaster?

Well, that may be true in some scenarios! But this is where our emotional intelligence begins to become evident. Because being a leader does not always mean being at the forefront of a situation and herein lies our leadership journey.

It can be argued that we see a Dunning-Kruger effect, whereby we start with no idea of leadership, or the skills we may possess, or our place as a leader. This is where we all begin, as student paramedics, we go out to our clinical placements, being reserved and quiet, where we observe our clinical practice educators without being part of the scenarios. We use our social and self-awareness to observe and learn, and arguably then forget all of this as we move into the next stage!

We then move onto trying to be a leader without really knowing anything about being a leader! This is where I know personally, I’ve tried to enact the age-old adage “Fake it, till you make it” Here, we try to exude confidence and often try to take hold of scenarios with no real concept of where we are going or why we are doing whatever we are doing! I imagine that this is where practice educators see paramedic students go off with confidence before quickly turning into a deer in headlights! (Usually in front of a full trauma team as we try to hand over a patient in ED!) Although our emotional intelligence is lacking here, our resilience and grit really starts to shine through! Perseverance through complete lack of awareness!

And so, we move on, we begin to learn how much we don’t know and are very quickly humbled by our developing knowledge and experience! We lose our confidence, imposter syndrome creeps in, and once again we step back. We don’t feel like we can be leaders here.

Arguably, this is the most important stage of your developing leadership role. We step back, but by doing so, we show more leadership skills than we realise! Our emotional intelligence comes back to the forefront as we start to recognise our shortcomings.

The final stage, where we develop the confidence to accompany our skills. As paramedic students on clinical placements, we look to hit this stage as we come to the end of our second year of study. We are expected to lead assessments and take the lead when making clinical decisions about our patients.

As we progress up this curve we suffer setbacks along the way, but we continue to really tap into our leadership qualities. We use our emotional intelligence to give ourselves grace and know that we cannot know everything or every get everything right, our resilience and grit pushes us forward even when setbacks burden us.

So as the Dunning-Kruger curve comes to an end, conceivably, the final stage in practice, is infinite. We never truly stop learning, but by having confidence in what we do know, and realistically knowing we can never know everything, we can be knowing in our shortcomings, and in a clinical context, this creates safe practice.

And although I have discussed leadership from the point of the self, as we demonstrate these behaviours and begin enacting them, we become leaders from the outside too. By pushing forward and being an example to our peers, we are then by definition, leaders.

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

“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