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The general objective of this study was to analyze the Executive Functions [EFs] in Obstetrics and Childcare students of the Universidad de Antofagasta and their implications in professional performance in real contexts. The methodological design was approached by means of a qualitative interpretative grounded theory. Sixteen interviews were conducted with 4th and 5th year students, who participated on a voluntary basis. The study was approved by the institutional ethics committee. Inductive coding and the constant comparison method allowed the theoretical saturation of the data processed in ATLAS.ti. Six emerging categories were obtained, such as: working memory, inhibitory control, cognitive flexibility, decision making, emotional regulation and professional performance. The recall of information for action, forgetfulness in stressful situations and the learning strategies used to consolidate memory and practical experience were highlighted. Sustained attention was manifested through the ability to concentrate and order ideas. Emotional regulation and adaptation to new situations or adverse events are relevant for decision making and professional performance; however, they are affected by teacher supervision. In conclusion, the EF are important in the academic performance of this student body and the need to provide pedagogical and socioemotional tools to professional midwifery teachers to ensure a holistic quality education in a dialogic climate of healthy coexistence is evident.
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