Indeed these types of educational standards and practices must be reiterated and practiced throughout the careers of professional nurses. A study conducted in a rehabilitation unit demonstrated how effective staff training can be. The nurses working in this rehabilitation unit were diverse not only in their educational background, but also in their work experience. The median years of experience was fifteen, ranging from less than a year to over 35 years on the job. Education levels similarly varied greatly, from licensed vocational nurses or bachelor's degree nurses to nurses with bachelor's degrees. The study was conducted in two parts. The first measure consisted of a poster presentation of the new standard for identifying patients using two patient identifiers. This poster was presented briefly to staff and then placed in a medical room for further review by staff members. The second part of the study was mandatory in the service learning program, where staff were educated on the science of human error, the importance of patient identification, how to accurately identify patients, potential barriers to correct identification, as well as expectations for staff. As expected, the first implementation of staff training was not particularly effective. However, at the end of the mandatory in-service training seminar, the results were impressive: “For registered nurses, the rate of full compliance before training was low at 23%, increasing to 30% after poster training and 68% after identification of the patient in-service” (Mollon 2009). This type of professional training is crucial especially considering that nurses as a whole have a variable educational background. This means that many programs may not emphasize NPSG as part of their nursing program. And in any case, regardless of the context, repetition of practice standards continually proves to be an effective method of ensuring compliance