Introduction: Decision-making during clinical practices involves a series of interrelated mental processes such as working memory, inhibitorycontrol, cognitive flexibility and emotional regulation, which influence the teaching and learning process. Objective: To analyze the decision-making process in Obstetrics and Childcare students of the Universidad de Antofagasta, Chile during clinical practices in teaching-assistance fields from the neuroeducation. Method: An exploratory qualitative research was carried out through semi-structured interviews with 16 female students. The narratives were analyzed through grounded theory. Results: The experiences and knowledge gained allowed the consolidation of the memory and supported correct decisions in front of the patients. Adaptation to new situations, adverse events and critical incidents was conditioned by the teacher's supervision, as well as sustained attention during decision making in real environments. Negative emotions predominated from the beginning and at the end of all decision-making processes. Conclusion: Since decision-making is a complex process that involves a synergy between working memory, cognitive flexibility, inhibitory control and emotional regulation, independent of temporality, it is therefore advisable to promote teaching based on neuroeducation, because it allows the teacher to understand the mental processes of students, to favor a harmonic educational climate and to strengthen pedagogical skills.