Pestle Analysis to identify stakeholders

A PESTLE analysis is a framework used to analyse the key factors that influence an

organisation from the outside. It provides an insight into the external factors

impacting the organisation (CIPD 2008). The PESTLE framework can be utilised to

weigh up factors in an organisation’s environment that will impact on its strategy

PESTLE is an acronym for

Political -

Economic -

Sociological -

Technological -

Legal -

Environmental

Political

With the increased university fees introduced recently under the current conservative

government, the stakeholders need to ensure that if they are providing £1-2000 to

send a HCP on the module, that the module is fit for purpose and the practitioner will

complete the module being a competent, emergency or primary care practitioner. If

the module is not producing practitioners that are competent in a large range of

clinical skills then, the NHS trusts will not send their employees on the module.
Economical

In 2017, there were nearly 57,000 less students enrolled on university programmes

than 10 years previously (University UK 2018). There are differing reasons for this.

These include (Bush 2019)

 The increase in tuition fees

 The current recession

 Modern apprenticeships

 The concern regarding leaving university with £50,000 of debt

 Inability to find a job on finishing university – being overqualified (Adams

2019). The UK has a weak job market unlike other countries.

 Alternative practitioner training from private companies- 3-5 day courses

available

With regards to this module, as there is no longer any professional body recognition

i.e. from the NMC, NHS employees can be reluctant to send their employees on this

course when there are cheaper alternatives available (There was initially from the

ENB however this was disbanded in the early 2000s). There are currently students

on the module who have self-funded.

Sociological

 Currently, students are very accepting of large amounts of debt at the end of

modules. It is likely that new students may take an adverse stance on student

debt. This may reduce the numbers of students in English universities (Bush

2019, Tredence 2019).

 For senior nursing positions, the need for a degree and masters level study is

a must. However, the NHS do not provide this education for their employees.

In order to attract self-funding students, a reduction in fees is necessary.

 Willingness to learn. Students who are sent on clinical courses do so as part

of their developing role. However, some students, do not feel the need to

attend these courses. They will not provide adequate work and learn from the

course. (Adams 2019; Bush 2019)

Technological –

 With more and more online/ distance learning courses becoming available,

there will be reduction in face to face courses. This is shown in the reducing

numbers on the module. These modules maybe cheaper or more attractive to

professionals who already work fulltime (Bush 2019).

 Developing technologies can also improve the module for example a blended

learning environment i.e. the use of podcasts, online quizzes, online tutorials,

interactive workbooks etc (Ireland 2009 et al)

 The use of virtual reality and artificial intelligence could be used in future

clinical examination modules, however, this would involve a large financial

impact. The university of Bolton’s department of advanced practice have a

virtual autopsy table. Nurses, notourisly have poor anatomy and physiology
 training pre-registration in comparison to medicine and physiotherapy.

Learning aids such as this help to combat this (Mayner et al 2013).

Legal - No obvious factors identified

Environmental - No obvious factors identified

References

Adams (2019) Young people more sceptical.

https://www.theguardian.com/education/2019/aug/15/young-people-more-sceptical-

of-need-to-go-to-university-poll-finds

Bush, T (2019) PESTLE Analysis of Higher Education in the UK

https://pestleanalysis.com/pestle-analysis-of-higher-education-in-the-uk/

CIPD (2008) [online] www.cipd.co.uk

Ireland, J; Johnson, N; Adams, D; Eboh, W; Mowatt E (2009) Blended learning in

education: effects on knowledge and attitude. British Journal of Nursing. Jan 22-Feb

11; 18(2):124-30

Mayner, L; Gillham, D; Sansoni, J (2013) Anatomy and physiology for nursing

students: is problem based learning effective? Nursing Professions Vol 66, July-

Sept, n3, pages 182-183 doi: 10.7429/pi.2013.663182

NHS Institute for Innovation and Improvement (2008) Stakeholder Analysis. NHS.

Available

at: http://www.institute.nhs.uk/ quality_and_service_improvement_tools/ quality_and

_service_improvement_tools/stakeholder_analysis.html
Tredence UK (2019) English higher education 2019: The Office for Students annual

review Available from https://www.officeforstudents.org.uk/annual-review-

2019/value-for-money/ accessed 28/11/2019

University UK 2018 https://www.universitiesuk.ac.uk/facts-and-stats/data-and-

analysis/Documents/patterns-and-trends-in-uk-higher-education-2018.pdf