backRetour à 1/2018
General and Professional Education
1/2018 pp. 33-39

Propozycja polskiej wersji skali AACS (Amsterdamska Skala Postaw i Komunikacji) zmodyfikowanej do potrzeb oceny wolontariuszy opiekujących się chorymi w hospicjum. Zastosowanie jej w praktyce.

pdf Texte intégral au format pdf


Amsterdam Attitude and Communication Scale (AACS) is a scale designed for a comprehensive assessment of communication skills and professional attitudes of medical students. It consists of nine observed categories. The first five refer to relationships with patients, and the next four to attitudes towards other members of the interdisciplinary team, towards oneself and the medical profession. Each factor is evaluated on a five-point scale.

The publication presents the use of this scale to evaluate volunteers who take care of patients in a hospice. Scale was the research tool used during a hidden standardized long-term observation. The study confirmed its usefulness in practice. The team evaluated volunteers according to the modified AACS scale assessed its usefulness highly. It was suggested that it would be easier for them to evaluate if the individual categories were rated on a scale of 1-3 instead of the five-point scale used in the presented study and the original AACS scale. The most difficult to assess in the opinion of observers was category 6: Insight into one’s own emotions, norms, values and prejudices.


assessment of attitudes, assessment of communication, AACS scale, standardized long-term observation, verification of volunteers


1. Haes, J.C.J.M., Oort, F.J., Oosterveld, P., Cate ten O.: Assessment of medical students' communicative behaviour and attitudes: estimating the reliability of the use of the Amsterdam attitudes and communication scale through generalisability coefficients, Patient Educ. Couns., 45(1), 2001, pp. 35-42.

2. Haes, J.C.J.M., Oort, F.J., Hulsman, R.L., Summative assessment of medical students’ communication skills and professional attitudes through observation in clinical practice, Med. Teach., 27(7), 2005, pp. 583-589.

3. Łobocki, M., Wprowadzenie do metodologii badań pedagogicznych, Oficyna Wydawnicza “Impuls”, Kraków, 2007.

4. Żechowska, B., Obserwacja w badaniach pedagogicznych – niektóre kontrowersje, W: Żechowska B. [red.]: Z metodologicznych i empirycznych problemów pedagogiki, Katowice, 1990.

5. Recommendation /Rec/2003/24 of the Committee of Minister to member states on the organization of palliative care. 860th meeting of the Ministers’ Deputies, 12 Nov 2003, Tłumaczenie polskie.

6. Szeliga, M., Charakterystyka wolontariusza hospicyjnego z perspektywy pielęgniarki, Probl. Pielęg. 23(1), 2015, pp. 63-68.

7. Szeliga, M., Mirecka, J., Motywacje osób podejmujących się roli wolontariusza medycznego w hospicjum, Probl. Pielęg. 24(3-4), 2016, pp. 219-224.

8. Claxton-Oldfild, S., Claxton-Oldfild, J., The impact of volunteering in hospice palliative care, Am. J. Hosp. Palliat. Care, 24(4), 2007, pp. 259-263. 

9. Paczkowska, A., Psychologiczne aspekty wolontariatu hospicyjnego, W: Binnebesel J., Janowicz A., Krakowiak P., Paczkowska A. [red.] Pozamedyczne aspekty opieki paliatywno-hospicyjnej, Gdańsk, 2010.

10. Szeliga, M,, Mirecka, J. Optimization of Methods Verifying Volunteers' Ability to Provide Hospice Care, J. Cancer Educ., Apr;33(2), 2018, pp. 470-476.