Tag: writing

Just do it… do it scared, do it shaking, do it unsure… just do it by Stephanie Mwaura, Adult Nursing Student

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When I first heard about the leadership academy, it sparked a quiet curiosity in me. I wondered whether I truly had the capacity to lead. Although I had held several leadership positions, I often felt I did not fit the traditional image of a leader. I am naturally calm, democratic, and conflict-aversive in nature, which I once believed were weaknesses in leadership. However, through reflection and experience, I have come to understand that leadership is not defined by dominance or authority, but by influence, empathy, and action. There is no single way to lead effectively; styles such as democratic and compassionate leadership demonstrate that quiet strength can be just as impactful.

I have always had a tendency to overthink situations, often “holding meetings” in my mind before acting. This habit sometimes prevented me from stepping forward. Recently, however, I have been intentionally challenging this pattern by acting before doubt has the chance to take over. During my nursing placement, for example, I used to dread answering the phone. It seemed like a small task, yet I feared not having the right answers or appearing incompetent. In a conversation with my mentor, I came to realise that leadership is often demonstrated in these minor moments. Stepping up, even on simple tasks is as step in the right direction, the journey of a thousand miles starts with the first step.

With this in mind, I began to approach the situation differently. Instead of hesitating, I answered the phone as soon as it rang, despite the anxiety that accompanied it. My heart would race, and I often felt uncertain, but I persisted. Over time, I found that I was able to respond to most queries using the information available to me, and when I could not, I sought support. What once felt overwhelming gradually became routine. This experience taught me that confidence is not a prerequisite for action; rather, it is built through repeated exposure to discomfort. By choosing to act despite fear, I developed both competence and self-assurance. was able to respond to most queries using the information available to me, and when I could not, I sought support . What once felt overwhelming gradually became routine. This experience taught me that confidence is not a prerequisite for action; rather, it is built through repeated exposure to discomfort. By choosing to act despite fear, I developed both competence and self-assurance.

A more profound example of leadership occurred while I was on holiday in Kenya. After attending an event, we encountered a young woman who had been the victim of a hit-and-run and had been left at the roadside. I immediately went to help in whatever way I could. However, the ambulance present at the event was not obligated to transport her without payment. Recognising the urgency of the situation, I spoke with both the ambulance crew and the injured woman’s friend, advocating for her to be taken to a public hospital where costs would be more manageable. I also initiated small financial contributions to help with the ambulance fee and the hospital charges they would incur.

What stood out to me in that moment was how others responded. Once I took the first step, people around me began to contribute as well. Together, we raised enough to ensure she could be transported and receive treatment. This experience reinforced a key lesson: leadership is not always about having authority, but about taking initiative in moments that matter. Action, even from one person, can inspire collective effort.

This aligns with ideas from leadership thinkers such as Simon Sinek, who emphasises the importance of starting with purpose and influencing others through action. Similarly, Brené Brown highlights vulnerability and courage as essential leadership qualities. In both of my experiences, I had to act despite uncertainty and the possibility of failure. Additionally, Anita Nowak describes empathy as a “superpower,” noting that our brains are positively reinforced when we help others. This resonates deeply with my experience in Kenya, where compassion drove action and created a ripple effect among those present.

Through these reflections, I have come to appreciate the concept of quiet leadership. It is not always visible or loud, yet it is deeply impactful. Quiet leadership exists in everyday actions: answering a phone call, offering help, advocating for someone in need, or simply showing up when it matters. It requires self-awareness, empathy, and the courage to act, even when unsure.

Looking ahead, I recognise that leadership will continue to be an evolving aspect of my personal and professional identity. As a future nurse, I will encounter situations that require decisiveness, compassion, and resilience. I aim to carry forward the lessons I have learned: to act despite fear, to trust in my abilities, and to recognise the influence of small actions. Leadership is not about perfection or certainty; it is about presence, intention, and the willingness to step forward.

Ultimately, I am beginning to redefine what leadership means to me. It is no longer about fitting a traditional mould, but about embracing authenticity and growth. By choosing to “do it anyway,” I am not only developing my own confidence, but also creating space for others to feel empowered to do the same.

The Long Way Around: My Journey to Nursing Advocacy and Leadership by Emma Daniels Learning Disability Student Nurse.

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I started Swansea University as a mature student in 2024 with a raft of life experience.  My scenic route was dotted with early challenges and setbacks, resulting in me deciding to delay university after my A-levels because I wasn’t emotionally ready.  I knew I had the capability, but circumstances at the time meant that it always felt out of reach.

I met my husband as I finished college, and we quickly settled down to working and starting a family, and within a few years we were married with first of four children on the way. Raising a family brought me a sense of purpose, but the desire to learn and grow was always burning. I would get frustrated that I wasn’t using my full potential in the succession of jobs that I had.

Determined to feel more academically fulfilled, I enrolled on an Access to Nursing course in 2005 while caring for two very small children. I loved learning again and I did well, but life decided to throw me a curveball just as I was preparing to apply to university. We had noticed that our second child’s development wasn’t progressing the way it should be, and we were suddenly thrown into a world we hadn’t prepared for.

Our son was diagnosed with profound learning disabilities and complex health needs. Years of hospital appointments, surgeries, and therapies followed. He required 24/7 care and support – he could not walk, talk, or meet his own basic needs independently. We had to adapt to a new way of life, learning to anticipate and meet his needs in ways that are now simply second nature.

My ambitions were placed on hold as my focus shifted entirely to my family, and particularly to ensuring my son received the care and support he needed. In the meantime, I worked various unfulfilling part-time jobs that I juggled alongside my caring role, and I even later managed to successfully complete a degree in education studies.  But I realised primary school teaching just wasn’t for me – but because I still had the urge to help others, I ended up working in social housing.

Throughout this time, the desire to become a nurse never left me. I felt unchallenged in my job roles, always aware that I had more to give but never given the opportunity to progress and develop. I was forever hitting my head on an invisible ceiling, which led to a lot of frustration.

As my son progressed to adulthood, we had to navigate the transition from children’s to adult services. This nightmarish experience exposed significant gaps in communication, coordination, and provision – particularly for people with profound disabilities and complex health conditions. I found myself advocating fiercely and fighting constantly for the right support for him and for our family. It struck me that the intense and prolonged struggle shouldn’t be the ‘norm’.  There had to be a better way.

The fighting paid off and we secured a place for my son at a residential college equipped to meet his complex needs. Around the same time, and mainly because of the recent challenges we had faced, I visited Swansea University’s website, which I had longingly done many times before, and discovered they were offering a degree in Learning Disability Nursing.  The timing felt serendipitous and for the first time it felt like the stars had aligned.

I quickly applied through UCAS and was ecstatic to be accepted onto the September 2024 cohort. Starting university felt wonderful; I immersed myself in every lecture, always accepting new learning opportunities, and really threw myself into it all.

One day, we had a lecture on compassionate leadership from Beryl Mansel and it struck a deep chord within me. We learned that leadership is not about banding or titles; rather it is about empathy, advocacy, and the ability to inspire and create positive change.

When I learned about the Student Leadership Academy, I applied for it immediately. The opportunity to learn from experienced leaders and gain mentorship felt too good to miss, and I was delighted to be accepted.

I was paired with a mentor whose support and guidance has been outstanding. Through regular meetings, I have been encouraged to reflect on my experiences, refine and develop my ambitions, and recognise the strengths I can bring to the profession. It has been such an empowering experience.

One opportunity I was encouraged to pursue by my mentor was to apply to speak at the Chief Nursing Officer Conference in Cardiff. After worrying briefly whether I had anything meaningful to contribute to the hundreds of seasoned leaders there, I realised that student voices matter. We are the future of nursing, and our up-to-date learning and experiences can serve as a learning opportunity for those who came before us.

I delivered a presentation titled “Bridging the Gap: Advancing Equity and Integrated Care for People with Learning Disabilities and Complex Health Needs.”  Using my own lived and academic experiences, I spoke about the challenges families face and the urgent need for more cohesive services that truly listen to the needs of the people they claim to serve.

Presenting in front of a room full of healthcare professionals felt surreal, but it reinforced my belief that change is possible when we speak up, share our experiences, and work collaboratively. Furthermore, it gave me the opportunity to connect with other professionals who share the same passion and led to invitations to shadow various services.

The Student Leadership Academy has given me confidence, inspiration and a sense of direction. Through my mentorship, I am starting to understand how to channel my experiences into leadership. I am learning that leadership is developed and practiced every day and isn’t something you just eventually reach.

As I continue my journey in learning disability nursing, I remain inspired and determined to make a difference.  I have learned that I am a resilient, fierce and compassionate advocate. The Academy has helped me to see that I have so much to offer in terms of positive leadership, and it has helped give me the confidence to seek and even create opportunities to grow further. It has helped me to see that I can positively challenge systems that are falling short of their promises and that I can powerfully advocate for those whose voices may have previously gone unheard, so that they can shape their own futures without systemic barriers blocking their way.  I believe that everything that has happened in my life has been leading to this point and I am excited to see where it takes me next.

Emma Daniels

Growing Confidence

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by Katrina Davies Student Midwife.

How did I get here? I’m not smart enough for this, can I do this? Am I good enough?  Are the many questions and thoughts that go around in my mind on a daily basis. Until I started my leadership journey and my degree.

I have wanted to be a midwife from a young age, getting turned away at interviews at the age of 18 was heart breaking as I was so keen to start my ambition young. Life got in the way, meeting my husband young we got married and had children, so I supported him in getting the carrier he wants whilst working part time and looking after our children. Until a friend of mine qualified as a midwife and encouraged me to start applying again. I applied for midwifery in Swansea in 2022 and didn’t get offered an interview. So I applied again the following year, was offered an interview. I was terrified but excited I was one little step closer. However, I wanted it so bad but didn’t want to get turned away again. Waiting for the result for the interview it was all I could think of. Then I had the email, an unconditional offer, I wanted to scream with joy, but my children were in bed so all I could do was phone everyone I knew to tell them with so many happy tiers that I had a place in Swansea university to study midwifery, I had done it! However, I had the dreaded thoughts in my mind, am I smart enough for this? How did I get an offer to one of the most difficult courses to get on?

The first day in uni was here and I was nervous, nervous to meet new people, nervous to start learning again and felt the pressure on myself to try and do better than ever. It was the career I have always wanted, and I didn’t want to mess it up.

I loved it. Everyone was welcoming, the lectures were extremely interesting, I was loving placement, putting what I was learning to practise and learning more in practise, meeting midwives and women, genuinely enjoying everything but also working hard to stay organised to spend some time with my family. The juggling and adjustment were difficult, but I was doing it. Things were going great. The confidence grew. Until we had our first assignment. Then the thoughts were there again. I just didn’t know how I was going to overcome this. Until one day, we had a lecture with the lovely Beryl. She talked about the leadership academy and all it had to offer. It sparked my interest and I thought it could help me. I thought it could help me overcome my imposter syndrome and help to build my confidence. So I applied, I couldn’t lose anything only gain. My application form was accepted and I had a place.

I started off at a little disadvantage, the first day of the leadership programme I was in an exam for my midwifery degree and couldn’t make it. However, the second day I made it and was a little unsure at first, but I was made to feel welcome, and everyone was so kind. Meeting other from different courses helped me understand other people’s experiences on their courses and professions. They were helpful in helping me catch up on what I had missed during the previous day. It was lovely to hear the guest speakers’ experiences, it made me understand that everyone is a leader in their own way, it also made me feel that I was not alone in my thoughts of imposter syndrome. From previously been told in my job not to ask questions to being told as questions, there’s no such thing as a stupid question was reassuring. The ice breakers helped pull me out of my shell in speaking to people I had never met before. It was refreshing. At the end of the day, we had small boxes where people from the room left little notes. It put a smile on my face and a small tear to my eye as people who barely knew me were writing kind encouraging things to me. The confidence grew a little more.

Part of the leadership programme was being pared with a coach. I was pared with a lovely lady who was previously director RCM Wales. We have met several times via Zoom meetings, and she has helped me massively in building my confidence and realising who I am as a person. She is such a kind caring woman, and I was so pleased to have been matched with her. Her advise has been so valuable in my journey through first year midwifery and It will be taken forward. She was kind to invite me to an RCM leadership coaching day in Cardiff where I was able to meet more lovely coaches and RCM members it provided me with good foundation into being a leader and again built on my confidence in meeting new people.

My leadership journey has had a positive impact to my life and will help me on my journey in midwifery. I have passed my first year and my confidence is slowly returning. There is still some work to be done. Getting comfortable in speaking in front of a classroom is my next goal, however I am confident this will come in time alongside the belief in myself that I can achieve my goal in becoming a midwife. Beating imposter syndrome is an achievement. I know things will just get better with my growing confidence and belief in myself. Throwing myself forward to participate in class and to speak confidently in presentations will further my development during my course. I would recommend anyone struggling with confidence, self-belief and imposter syndrome to take the leap into SLA it’s such a good opportunity and really helps you in your life to achieve your goals.

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

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by Emilia Williams Mental Health Nursing Student

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Yn Arwain Heb Deitl: Fy Nhaith Drwy Academi Arweinyddiaeth Myfyriwr

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Gan Cory Jackson Myfyriwr Parafeddyg

Cyflwyniad

Mae arweinyddiaeth yn aml yn gysylltiedig ag awdurdod, uwch-radd, neu rolau ffurfiol. Cyn ymuno ag Academi Arweinyddiaeth Myfyriwr (SLA), roeddwn i’n rhannu llawer o’r rhagdybiaethau hyn. Fodd bynnag, mae fy mhrofiad fel Myfyriwr Parafeddyg ym Mhrifysgol Abertawe wedi herio ac ail-lunio fy nealltwriaeth o’r hyn y mae arweinyddiaeth yn golygu. Mae’r blog adlewyrchu hwn yn archwilio fy nhaith arweinyddiaeth trwy’r SLA, gan ddefnyddio model adlewyrchu Borton (1970) o ‘Beth? Felly beth? Beth nawr?’. Mae’n adlewyrchu ar yr hyn a ddysgais o’r rhaglen, sut mae’r dysgu hwn wedi dylanwadu ar fy nealltwriaeth o arweinyddiaeth, a sut bydd hyn yn llunio fy ymarfer proffesiynol yn y dyfodol.

Beth? – Fy Mhrofiad o’r Academi Arweinyddiaeth Myfyriwr

Mae’r Academi Arweinyddiaeth Myfyriwr (SLA) yn rhaglen arweinyddiaeth ryngbroffesiynol a gynlluniwyd i annog myfyriwr o ddisgyblaethau iechyd a gofal cymdeithasol i ddatblygu rhinweddau arweinyddiaeth sy’n berthnasol i’w cyd-destunau personol, proffesiynol a sefydliadol. Fel myfyriwr blwyddyn gyntaf, roedd cael fy newis ar gyfer y rhaglen yn gyffrous ac yn heriol. Yn wahanol i fentrau arweinyddiaeth traddodiadol, nid yw’r SLA yn canolbwyntio ar deitlau na swyddi arweinyddiaeth. Yn lle hynny, mae’n annog myfyrwyr i archwilio eu dulliau arweinyddiaeth eu hunain a datblygu hyder mewn arwain trwy ysbrydoliaeth, dylanwad a chefnogaeth.

Dechreuodd y rhaglen gyda digwyddiad croeso a gweithdy dros ddau ddiwrnod, a oedd yn cynnwys byrstiau o theori, gweithgareddau rhyngweithiol, a thrafodaethau gan arweinwyr ysbrydoledig o fewn iechyd a gofal cymdeithasol. Roedd y straeon arweinyddiaeth hyn yn arbennig o effeithiol, gan eu bod yn dangos bod arweinyddiaeth yn aml yn cael ei llunio trwy brofiad byw yn hytrach nag awdurdod ffurfiol. Fe wnaeth clywed arweinwyr yn adlewyrchu’n onest ar eu teithiau fy helpu i wneud arweinyddiaeth teimlo’n fwy hygyrch a cyraeddadwy.

Elfen allweddol o’r SLA oedd creu cymuned ymarfer ryngbroffesiynol. Drwy weithio ochr yn ochr â myfyriwr o wahanol gefndiroedd iechyd a gofal cymdeithasol, llwyddais i rwydweithio, meithrin perthnasoedd, a chael cipolwg ar sut mae arweinyddiaeth yn gweithredu ar draws disgyblaethau gwahanol. Gwnaeth y gefnogaeth gan gyfoedion gwella fy mhrofiad dysgu ac atgyfnerthodd y gwerth o gydweithio mewn lleoliadau gofal iechyd.

​​Elfen ganolog arall o’r rhaglen oedd cymryd rhan mewn tair sesiwn hyfforddi. Drwy hyfforddi, cefais fy annog i nodi fy nodau arweinyddiaeth fy hun, yn enwedig o ran hunanhyder, gwaith tîm, a chyfathrebu rhyngbersonol mewn amgylcheddau proffesiynol a chlinigol. Gan dynnu ar fy mhrofiad blaenorol fel Prif Achubwr Bywyd ac Athro Nofio, sylweddolais fod gen i brofiad arweinyddiaeth eisoes, hyd yn oed os nad oeddwn wedi’i labelu’r rhain o’r blaen. Helpodd y broses hyfforddi fi i gysylltu’r profiadau blaenorol hyn â’m rôl yn y dyfodol fel parafeddyg.

Felly Beth? – Gwneud Synnwyr o’r Dysgu

I mi, agwedd fwyaf ystyrlon o’r SLA oedd y newid yn y ffordd rwy’n deall arweinyddiaeth. Yn flaenorol, roeddwn i’n cysylltu arweinyddiaeth â rolau uwch ac awdurdod. Drwy’r rhaglen, des i i ddeall arweinyddiaeth fel proses sydd wedi’i gwreiddio mewn hunanymwybyddiaeth, perthnasoedd a dylanwad. Roedd y dysgu hwn yn arwyddocaol oherwydd ei fod wedi ail-lunio fy hunaniaeth fy hun fel arweinydd.

Deilliodd y newid persbectif hwn o bwyslais y rhaglen ar adlewyrchu, adrodd straeon a hyfforddiant. Fe wnaeth gwrando ar deithiau arweinyddiaeth gan weithwyr proffesiynol ar draws iechyd a gofal cymdeithasol fy helpu i sylweddoli nad yw arweinyddiaeth yn dilyn un llwybr. Mae’n debyg bod y ddealltwriaeth hon oherwydd y profiadau amrywiol ges i o siaradwyr, a amlygodd y gall arweinyddiaeth ddod i’r amlwg ar unrhyw gam o yrfa.

Drwy ddefnyddio fframwaith adlewyrchu Borton (1970) roeddwn i’n gallu archwilio’n feirniadol sut oedd y profiadau hyn wedi effeithio ar fy meddwl. Dechreuais gydnabod bod fy awydd i ddatblygu hunanhyder a sgiliau cyfathrebu yn uniongyrchol gysylltiedig â’m hymarfer clinigol yn y dyfodol. Mae arweinyddiaeth effeithiol mewn gofal iechyd yn dibynnu nid yn unig ar gymhwysedd clinigol ond hefyd ar y gallu i weithio o fewn timau, cyfathrebu’n glir, a chefnogi eraill dan bwysau.

Gwnaeth y sesiynau hyfforddi dyfnhau’r ddealltwriaeth hon ymhellach. Fe wnaeth cael fy annog i fynegi fy nodau helpu i sylweddoli bod datblygu arweinyddiaeth yn fwriadol ac yn barhaus. Roedd hyn yn arbennig o berthnasol yn dilyn fy lleoliad gwaith EMS cyntaf gyda’r Gwasanaeth Ambiwlans Cymru, lle’r oedd tîm a chyfathrebu yn hanfodol. Deallais y dysgu yn y ffordd hon oherwydd ei fod yn cysylltu’n uniongyrchol ag ymarfer a chyflogadwyedd yn y byd go iawn, gan atgyfnerthu perthnasedd arweinyddiaeth y tu hwnt i leoliadau academaidd.

Beth Nawr? – Datblygu Fy Nhaith Arweinyddiaeth

Ar ôl adlewyrchu a dadansoddi fy mhrofiad o’r SLA, rwyf bellach yn sylweddoli bod datblygu arweinyddiaeth yn daith barhaus yn hytrach na chanlyniad sefydlog. Rwy’n teimlo’n fwy hyderus wrth gydnabod fy mhotensial arweinyddiaeth fy hun a deall sut mae fy mhrofiadau yn y gorffennol yn cyfrannu at fy ymarfer yn y dyfodol fel parafeddyg.

Wrth symud ymlaen, byddaf yn chwilio’n weithredol am gyfleoedd i gymhwyso’r hyn rydw i wedi’i ddysgu, yn enwedig mewn lleoliadau clinigol ac amgylcheddau tîm. Rwyf bellach yn deall pwysigrwydd hunanymwybyddiaeth ac adlewyrchu wrth ddatblygu ymddygiadau arweinyddiaeth effeithiol. Byddaf yn parhau i ddatblygu fy sgiliau cyfathrebu rhyngbersonol a’m hyder, gan gydnabod y rhain fel cymwyseddau arweinyddiaeth hanfodol o fewn gofal iechyd.

Rwyf bellach yn gallu ystyried arweinyddiaeth fel rhywbeth rwy’n ymarfer bob dydd, yn hytrach na rhywbeth rwy’n aros i’w gael. Bydd y newid meddylfryd hwn yn cefnogi fy natblygiad proffesiynol ac yn gwella fy nghyflogadwyedd. Mae ymgysylltu â’r SLA hefyd wedi atgyfnerthu pwysigrwydd cydweithio rhyngbroffesiynol, y byddaf yn ei barhau yn fy ngyrfa yn y dyfodol.

Yn y pen draw, gallaf nawr ddeall fy null arweinyddiaeth fy hun yn well a theimlo’n fwy parod i ysbrydoli, dylanwadu a chefnogi eraill o fewn lleoliadau iechyd a gofal cymdeithasol.

Casgliad

Mae’r Academi Arweinyddiaeth Myfyriwr wedi chwarae rhan allweddol wrth lunio fy nealltwriaeth o arweinyddiaeth. Drwy adlewyrchu, hyfforddi, a dysgu rhyngbroffesiynol, rwyf wedi symud o weld arweinyddiaeth fel teitl i’w chydnabod fel arfer personol a phroffesiynol. Mae’r profiad hwn wedi cefnogi fy nhaith arweinyddiaeth a bydd yn parhau i ddylanwadu ar sut rwy’n datblygu fel gweithiwr gofal iechyd proffesiynol yn y dyfodol.

 

Cyfeiriadau

Borton, T. (1970). Reach, touch, and teach : student concerns and process education. New York Mcgraw-Hill Paperbacks.

Finding My Voice: A Journey into Leadership

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by Teodora Grancea Operating Department Practitioner Student

I did not join the Student Leadership Academy because I believed I was a leader. In fact, when I first signed up, leadership felt like something that belonged to other people, those with more experience, more confidence, senior positions or a title that placed them at the front of the room. As an Operating Department Practice (ODP) student, my focus had always been simple: work hard, learn as much as possible, and do my best for the patients I care for. What I didn’t realise at the time was that leadership often begins long before that, during training, or in my case, in a cosy room from Swansea University. The Student Leadership Academy didn’t just teach me about leadership, it helped me discover parts of myself I had not yet recognised. Through listening to the speakers, coaching, and connecting with the fellow students, it challenged my assumptions, strengthened my confidence, and showed me that leadership is not about being the most experienced person in the room. It is about understanding yourself, supporting others, and having the courage to keep growing. What began as a programme to develop leadership skills gradually became something much more meaningful: a journey of self-awareness, empathy, and leading a team with the heart.

Where I Started

Before the Leadership Academy, I would describe myself as someone with a very strong work ethic. I believed that if I worked hard enough, stayed focused, and did everything expected of me, I would succeed. Hard work has always been important to me, and I still value it deeply. However, leadership was not something I saw in myself at that stage. To me, leadership belonged to those with more experience, more authority, or more confidence. As a student, I often felt my role was simply to learn quietly, observe, and do my tasks well. Looking back now, I realise the gap was not ability, it was self-belief. I had not yet recognised that leadership can begin long before a title or a position, even though somewhere inside my heart, I was a leader who wanted to be present for the other team members in challenging situations.

A Familiar Face at the Right Time

Walking into the Student Leadership Academy for the first time, I imagined a learning experience with presentations and some helpful advice about leadership. Instead, the academy created a powerful starting point for the leadership conference, where I was introduced to inspiring individuals and new ideas that pushed me to think differently about myself, my development, and the professional I want to become.

One of the moments that made the experience feel particularly special was meeting a familiar face at the right time, Andrew Lelliott as I had previously worked with him during one of my clinical placements before he moved to another hospital. Seeing him again at the Leadership Academy felt that I arrived at the right place to grow professionally, to develop my skills and become the best version of myself as a Student ODP. Sometimes growth happens when someone simply creates the space for you to reflect—and that is exactly what coaching with Andrew did for me.

Coaching: The Moment Everything Shifted

The individual coaching sessions became the most powerful part of the programme for me. Unlike traditional teaching, coaching was not about being told what to improve. Instead, it was about being asked the right questions—questions that made me pause, think, and sometimes see myself in a completely different way. Through these conversations, I began to understand my strengths more clearly, but also the areas where I wanted to grow. Coaching gave me permission to be honest with myself, without judgement.

One important “work towards” was about balance. I have always been someone who believes in working hard and giving my best. But coaching helped me recognise that growth also requires balance, making time for family, protecting wellbeing, and understanding that rest and reflection are part of becoming a better professional. That shift alone changed the way I approach both my studies and my future career. Another take away from the coaching with Andrew was motivation to stay positive and ambitious even in challenging moments.

Discovering Confidence I Didn’t Know I Had

Another area where I noticed real growth was confidence. Working in theatre environments can sometimes be intimidating, especially for students. There are strong personalities, fast decisions, and a lot of responsibility. Before the academy, I sometimes hesitated to speak up in those situations and say NO. Through coaching and listening to the speakers, I began to see that my perspective also has value. Patient safety depends on teamwork, communication, and the willingness to contribute—even when you are still learning. When I returned to placement, I noticed a quiet but important change. I felt more comfortable asking questions, sharing thoughts, and engaging more actively within the team. I wasn’t trying to be the loudest voice in the room, but I was no longer afraid to have a voice. For me, that was an important step forward.

Learning the Power of Emotional Intelligence

One of the biggest lessons from the Leadership Academy was the importance of emotional intelligence in healthcare. Hospitals are intense environments. Stress, pressure, and responsibility can affect how people communicate and behave. After attending the conference from Leadership Academy, I became more aware of my own emotions and how they influence my reactions. At the same time, I started to understand that what may appear as challenging behaviour from others is often simply a response to pressure, fatigue, or burnout. This shift in perspective helped me respond with more empathy and patience, which made me a better team player. Instead of reacting quickly, I learned to pause, listen, and understand the situation more deeply. In a team where patient safety depends on trust and communication, those small changes make a big difference, and myself a better leader as I am now able to support better and be present when others need it.

Why Coaching Matters

For me, coaching was the heart of the Leadership Academy experience. It helped me develop a growth mindset—seeing challenges not as barriers but as opportunities to learn. It encouraged me to step outside my comfort zone, to trust my abilities, and to approach new situations with curiosity rather than fear. Most importantly, it helped me realise that leadership is not about authority. It is about supporting others, awareness, and the willingness to grow. Leadership begins with understanding yourself, and coaching gave me the space to do exactly that.

A Journey That Continues

One of the most meaningful things about this experience is that it did not end when the programme finished. Even now, I still stay in contact with Andrew and reach out when I need advice or a different perspective. That continued connection reminds me that growth is not something that happens in a single moment—it is an ongoing journey. Walking away of the door from Student Leadership Academy, I understood more clearly who I am, what I value, and the kind of healthcare professional I want to become.

Looking Forward

Reflecting on this journey, I realise that leadership is not something you suddenly achieve one day. It develops through reflection, learning, and the courage to keep improving. The Student Leadership Academy gave me the opportunity to step back, acknowledge Imposter Syndrome, reflect on myself, and grow in ways I did not expect. It strengthened my confidence, deepened my self-awareness, and reminded me that leadership often begins in the quiet moments where we choose to learn, listen, and support others.

As I continue my journey as an ODP student, I carry these lessons with me. And perhaps the most important one is this: Leadership is not about being perfect. It is about being willing to grow.

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

My Difference is my Superpower by Jason Bailey, 2nd year Medical Engineering Student

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I have always been perceived by the people around me as different. Aspects such as how I can learn and turn my hand to almost anything in a short space of time and apply logic to concepts that I am unfamiliar with and be correct most of the time. I was also known for being very volatile, acting on emotions, which created a self-destructive tendency that negatively impacted me and the people around me. I found myself on two extreme ends of the scale, where I could excel in tasks like work and career development, and be the tornado of destruction in my personal life. This volatile behaviour resulted in me hurting my family and my partner, resulting in me separating from them.

I started seeking help from my GP who prescribed me antidepressants, which only worsened the situation as I became emotionally shut down, creating more distance between my family and me. To add insult to injury, the news of the closure of Tata Steel’s heavy end where I worked, sending me into a complete emotional meltdown. As a pre-emptive measure, I applied to Swansea University to study medical engineering, and I was fortunate to secure a place. This really took a huge amount of stress from me and let me continue to focus on trying to repair myself and the damage I had done to my family. I attended counselling that helped with coping strategies and got me to a stage where I titrated off antidepressants, but I felt that this was not addressing the root cause. I started my studies, and this became very overwhelming quite quickly. It had made me question my ability to finish my studies, particularly because it has once again impacted those closest to me.

One of my lectures was on Compassionate Leadership, delivered by Beryl Mansel (Associate Professor). I found the lecture very inspiring and mentioned a lot of principles I believed in as a leader.

Beryl Mansel promoted the work of the Student Leadership Academy, and I was really interested in applying, so I did. I was fortunate enough to be accepted, and the first two days of the Leadership Conference was on the 13th and 14th of March 2025. This was the start of a fundamental change in my life. The two days comprised presentations and team working activities, which I found very interesting and eye-opening. I had never heard of Imposter Syndrome until this meeting, and it made me realise a fundamental mindset that I have been applying most of my life. I have always experienced my life in two extremes. Either I excel or I struggle and there is no middle ground. This would create an emotional rollercoaster that would impact people around me. Due to these extreme opposites, I found myself questioning my achievements as mere coincidences rather than reflections of my ability.

I found it impossible to receive praise. Whatever I did was not good enough, small mistakes were failure and asking for help was a sign of weakness. This ruled my life, and I believed that I was a complete imposter on one end and defensively barricaded, thinking I would be found out as an imposter at any point. On the second day Clare Daniel Integrated Psychological Therapy Practitioner delivered her presentation on Neurodiversity and her experiences of day-to-day life. Clare described how she sees the world which seemed very similar to how I see things, and it really made me realise that how I see certain things is not the norm and is not a curse and can be used as a superpower.

I had a good chat with Clare at the end of the day and it energised me to seek help and advice. I reached out to a member of the student support services who supported me through my journey and facilitated tests which diagnosed me with dyslexia and ADHD. This diagnosis gave me acceptance and a rationale that changed my mindset. I now have supportive plans in place to help with my studies, and through education of ADHD and dyslexia, my family and I have a better understanding and coping strategies, which have made a major impact.

From Beryl’s lecture, the Student Leadership Academies’ participants and guest speakers, I was able to take a pivotal turn in my life. Not only do I believe in the application of Compassionate Leadership as a way of life, I also believe it has the power to transform how people see the world and inspire truly life-changing outcomes.

The Student Leadership Academy has given me the self-confidence and self-understanding to overcome challenges and strive for continuous growth both personally and professionally. I still believe I am not perfect, but I believe that constant self-improvement and self-reflection is a part of my journey moving forward. This approach has improved my life and gave me a new understanding of how diverse we all are, changing my relationships and my outlook on day to day life. From the 13th of March 2025, my relationship with my family has changed significantly. I have moved back into the family home, and my partner and I have since married. I have support in my studies and knowing my characteristics of ADHD I have changed my academic approach, which has drastically reduced the stress of academic life.

Thank you Beryl, Clare and the Student Leadership Academy.  

Jason Bailey

“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.”