One hundred Alzheimer′s disease (AD) patients with behavioral and psychological symptoms of dementia (BPSD) treated with donepezil+risperidone group ( n=50, group 1) or hydrochloride memantine+risperidone group ( n=50, group 2) in geriatric departments of Hangzhou Seventh People′s Hospital were enrolled in the study. Montreal cognitive assessment scale (MoCA), positive and negative syndrome scale (PANSS), treatment emergent symptom scale (TESS) were applied for evaluation; and blood routine examination, blood biochemistry, eletrocardiogram were performed in two groups before and after treatment. After treatment, MoCA score in group 2 (16.10±3.90) was significantly higher than that in group 1 (18.14±3.71)( t=-3.99, P<0.01), and PANSS score in group 2 (86.66±6.62) was significantly lower than that in group 1 (109.50±11.51; t=12.67, P<0.01). The incidence rates of dry mouth (16%,8/50), extrapyramidal side effects (10%,5/50) and the total score of TESS (3.92±2.02) in group 2 were markedly lower than those of group 1 [44%(22/50), 36%(18/50), (12.49±1.45);χ 2=9.33,9.54, t=17.90,all P<0.01]. Meanwhile, group 2 had significantly lower influences on the levels of blood lipids and fasting blood glucose (all P<0.01). The risperidone dose used in group 2 was significantly lower than that in group 1 [(2.06±0.50) vs. (3.85±0.89)mg, t=14.40, P=0.04].The results suggest that hydrochloridememantine combined with risperidone is more effective with less side effects compared to donepezil combined with risperidone for AD patients with BPSD.

Learning objective clarity is very important for college students' classroom learning . Health assessment course as one of the compulsory course of nursing teaching, is the basis of nursing students' learn nursing profession, therefore to explore the related factors of health assessment course learning objec-tives has its practical significance. Under the guidance of the concept of the reform of the teaching system, the SIMPP analysis of the students learning objective in the college nursing students in health assessment course has been carried out. Results show that among college nursing students, three kinds of students' learning goals are very clear, four kinds of students' learning goals are clear, and two kinds of students' learning goals are unclear. The related factors influencing the nursing students' learning goal mainly are the student personal subjective factors. Teachers should pay attention to the observation of the students' study status in health assessment course, understand the student individual situation, control the clear degree of learning goals among students and do the ideological work of students at the beginning of the course to im-prove the students' clear degree of learning goals.