Nurses’ Self-Reported Emotional Experiences During Midline Catheter Insertion: A Qualitative Exploratory Study

Abstract

Background & Purpose

Midline catheter insertion, a peripheral venous catheter procedure, is a technically demanding invasive nursing procedure requiring precision, communication, and sustained attention to ensure patient safety. While emotional experiences are known to influence clinical performance, their role during invasive procedures is rarely addressed in education or practice. This study explored how nurses trained in midline catheter insertion describe their emotional experiences during the procedure, and how these emotions emerge as they recount their technical actions and interactions with patients.

Methods and Procedures

A qualitative exploratory study was conducted in two hospital vascular access services in France. Midline insertions were video-recorded and immediately followed by video-supported self-confrontation interviews. Interviews were audio-recorded, transcribed verbatim, and analysed using directed qualitative content analysis informed by the Positive and Negative Affect Schedule and Plutchik's psycho-evolutionary model. Investigator triangulation supported analytic rigor.

Results

Ten nurses participated, and ten procedures were analysed. Overall, forty-two emotional expressions were identified across all procedural phases. Negative emotions such as fear, apprehension, and irritation were more frequently described during needle insertion and associated with uncertainty and perceived technical risk. Positive emotions, including interest, pride, and relief, were predominantly reported after confirmation of catheter placement. Participants frequently described repeated verification behaviors and heightened attentional focus during moments perceived as clinically risky, which we interpreted as a state of vigilance accompanying emotional experience.

Conclusion

These self-reported findings highlight the relevance of recognising emotions as an integral component of invasive nursing care and support the integration of emotional awareness and regulation into procedural training.