Chapters
00:00 From Bedside to Classroom: A Nursing Journey
06:40 The Impact of Clinical Experience on Teaching
10:09 The Rewarding Moments in Nursing Education
12:57 Finding Your Passion in Nursing
16:54 Advice for Aspiring Nurse Educators
Ellie Kirkpatrick (00:01)
Hi everyone and welcome back to The Nontraditional Nurse! Today I am so excited to introduce Dr. McClelland. Thank you so much for joining us today, Molly. She is a dedicated nursing professor at the University of Detroit Mercy, who also happened to be one of my own professors during nursing school. So I’m especially excited to have her today. We’re going to dive into her journey from bedside nursing to education and talk about how she prepares the next generation of nurses—plus advice for those considering a teaching career in the future. Let’s get started!
Molly McClelland (00:09)
Thanks for having me.
Ellie Kirkpatrick (00:26)
So Molly, can you start by talking just a little bit about your nursing journey and what inspired you to transition ultimately into the field of nursing education?
Molly McClelland (00:44)
I obtained my Bachelor of Science in 1988 and started working at the bedside in intensive care units. I earned my degree out of state but came back to Michigan and started working at the University of Michigan in the ICU. Most of my close nursing friends were in other states. I have a twin sister who got married and moved out of state. After a couple of years in the ICU, I wasn’t necessarily bored, but I was looking for something more. I knew I wanted to get my master’s, though I wasn’t sure in what. That’s when I decided to go back to school.
When I took the GREs for grad school, one of my professors looked at my scores and asked, “Have you ever thought about getting your PhD?” Honestly, I hadn’t. I liked research and stats in undergrad, but I never thought about pursuing them as a career. Still, that comment stuck with me. I started my master’s and PhD around the same time. That’s really what got me from the bedside into education.
Ellie Kirkpatrick (02:40)
And you’ve taught a wide variety of classes throughout your career—undergraduate, graduate, and even interdisciplinary. Can you give us an overview of the courses you’ve had the opportunity to lead?
Molly McClelland (02:53)
My clinical background is in adult health. I worked in the neuro ICU and later helped set up a gastrointestinal multidisciplinary cancer clinic at the University of Michigan. That clinic was pivotal because it helped me develop multidisciplinary experience. Moving into academia, it was natural to start teaching medical-surgical nursing. That’s always been my forte.
At the University of Detroit Mercy, I was assigned to teach a med-surg course to junior nursing students, and I loved it. Around the same time, I was a clinical nurse specialist (CNS) in the GI clinic. So it also made sense for me to start teaching graduate-level CNS courses.
As a junior faculty member, I got involved in an interdisciplinary course through our engineering school. One of my engineering colleagues wanted to build assistive devices for people with disabilities but didn’t have the healthcare knowledge. He reached out to the College of Health Professions, and I volunteered. That course brings nursing and engineering students together to design devices for people with physical disabilities. It’s a two-semester course—they propose a project and build it by the end of the year. My job is to help the team understand the medical context and ensure the device is medically safe.
Ellie Kirkpatrick (06:40)
That course sounds incredibly impactful—especially in helping nurses think differently about solving problems. How has your experience as a bedside nurse or as a CNS shaped your approach to teaching?
Molly McClelland (07:05)
I think every nurse should start at the bedside. It teaches empathy for patients and families, and it’s where you hone essential skills—assessment, intervention, evaluation. That foundation is what makes a nurse a nurse.
Having experience as a CNS and bedside nurse gave me countless examples to use in teaching. I currently work part-time as a CNS in an outpatient care management program. I believe that’s important—to keep a foot in clinical practice so you stay relevant. Healthcare changes fast. If you’re not practicing, you risk losing that relevance with students. Being active in practice gives me credibility and keeps my content real and current.
Ellie Kirkpatrick (09:52)
Absolutely. Throughout your career as an educator, what have you found to be some of the most rewarding aspects of working with students and shaping future healthcare professionals?
Molly McClelland (10:09)
My favorite part is that “aha” moment, especially at the undergraduate level. My graduate students are already nurses, but undergrads are learning the foundations. When you see something click—when they understand the “why”—they never forget it. It’s the most rewarding part for me.
I also love identifying students’ strengths and helping guide them into the right niche. You can tell who will thrive in certain specialties. If you help them find their passion, they become experts in their field—and love what they do. That’s one of my favorite things about education.
Ellie Kirkpatrick (12:36)
Yes, and they’ll love it too. So when we think about aspiring nurses or those looking to advance beyond the bedside, what are some essential qualities or skills they should focus on developing?
Molly McClelland (12:57)
First, figure out your passion. Nursing is so flexible—if you don’t love your first role, try something else. Med-surg, peds, OB, mental health—there’s a place for everyone.
Once you find your niche, be strategic with further education. Don’t just get a degree to have a degree. Think about the four APRN roles: nurse practitioner, CNS, nurse midwife, CRNA. Each has a distinct focus. If you love improving systems, quality, and education, the CNS role might be perfect for you.
If you’re drawn to leadership or admin, consider an MBA or healthcare administration degree. If you’re into quality improvement, maybe a DNP. If you love research and evidence, pursue a PhD. It’s all about finding what lights your fire.
Ellie Kirkpatrick (16:00)
That’s great advice. The beauty of nursing is how many paths are available, and that’s really the core of The Nontraditional Nurse—helping nurses find their best fit. Any final advice for nurses considering a future in teaching?
Molly McClelland (17:16)
Think about your ultimate goal. If you want to teach in a hospital setting, a nursing education certificate might be all you need. For community colleges, a master’s degree is usually sufficient, ideally with some education courses.
For universities, you’ll likely need a doctoral degree. Some smaller schools accept DNPs, but research-intensive institutions often prefer PhDs because they expect faculty to lead research projects. UDM, for example, hires both DNPs and PhDs, but if you want to teach at a large research university, a PhD is often required.
Ellie Kirkpatrick (19:34)
Thank you so much, Molly. You’re having an amazing impact on the next generation of healthcare professionals, and I loved getting to hear your insights firsthand. For anyone interested in exploring nontraditional nursing careers like education, be sure to subscribe to our monthly newsletter for more interviews and career insights.
Molly McClelland (20:06)
You’re welcome! I’m always happy to answer questions if anyone wants to reach out.
Ellie Kirkpatrick (20:11)
Amazing. Thanks for tuning in, everyone—see you next time!
Molly McClelland (20:15)
Thanks, Ellie.